Using this document
This document is aimed towards A-Level History students studying AQA Component 1H Tsarist and
Communist Russia, 1855-1964. I also have a similar document for AQA History Component 2S The
Making of Modern Britain, 1951-2007.
I was awarded an A* in my History A-Level and I truly believe that making and learning essay plans in
order to familiarise myself with exam style was crucial to my success.
This document plans out the vast majority of the past questions, and as questions tend to repeat,
this will be extremely useful.
The document is sectioned out following the specification structure. Therefore, there are separate
sections for:
1. Trying to preserve autocracy, 1855-1894
2. The collapse of autocracy, 1894-1917
3. The emergence of Communist dictatorship, 1917-1941
4. The Stalinist dictatorship and reaction, 1941-1964
Within each time period, the sections are structured thematically. The themes are:
1. Authority and Opposition
2. Economy
3. Society
Before these sections, I have included the mark scheme information the 25 marker essays. I have
further annotated the mark scheme in order to clarify the key parts of essay responses and highlight
what the examiner is looking for so that you know how to approach answering the question. (Key tip:
always use the wording of the question to frame your answer. Keep repeating the questions key
terms throughout your response and ensure that you introduction and conclusion explicitly answer
and link back to the main question).
Good luck with revising and with your exams. I am fully aware that A-Levels can feel extremely
overwhelming at times, but you just have to make a start. Remember that you don’t have to know
everything!! Try to familiarise yourself with key events and key dates and learn how to actually
answer the question.
I hope that you find this document as helpful as I did. 😊
1
, Mark scheme info:
The information below is lifted form the AQA mark scheme for the 25 marker essays. I have further
- Demonstrate, organise and communicate knowledge and understanding
- to analyse and evaluate the key features related to the periods studied
- substantiated judgements
- exploring concepts, as relevant, of cause, consequence, change, continuity, similarity,
difference and significance.
Level 5 Answer: Answers will display a very good understanding of the full demands of the question.
They will be well-organised and effectively delivered. The supporting information will be well-
selected, specific and precise. It will show a very good understanding of key features, issues and
concepts. The answer will be fully analytical with a balanced argument and well-substantiated
judgement
- Cover all elements of the question: ensure define meaning of the key terms in the
introduction and tell the examiner how I am assessing the question.
- Cover all the key points of the time period and the factor (write a note of the key ee=vents in
the time period relating to the question at the top of the page)
- Well organised: use a strong agree disagree structure and paragraphing with intro and line of
argument and conclusion.
- well-selected, specific and precise supporting information (+ include enough supporting
information and examples so that my answer if fully developed)
- Fully analytical: examine in detail how my points support the judgement I am making. To do
so, exploring concepts as relevant, of cause, consequence, change, continuity, similarity,
difference and significance.
- balanced argument and well-substantiated judgement: use a clear line of argument and
match this to my conclusion.
Key terms to consider in the question
- political uncertainty = not knowing what the government wants you to do + not sure who is
completely in charge. For example, No political uncertainty under Stalin
- political/government = authority and government. i.e. who’s in power, do other people/the
public have a say, are the people subject to fear and terror.
2
,Trying to preserve autocracy, 1855–1894
Authority and Opposition
2023: ‘Alexander II’s attempts at reform, in the years 1855 to 1881, were half-hearted and
ineffective.’ Assess the validity of this view
Two parts to this question – half-hearted AND ineffective
Disagree – the reforms were effective and not half-hearted
- Intro para: It could be argued that Alexander was deeply committed to reform and not
half-hearted. As a result of his liberal education (including attending salons with his liberal-
leaning aunt Elena Pavlovna and tutoring from liberal poet Zhukovsky) and his distress at
the outcome of the Crimean War in 1856 (in which Russia faced a decisive defeat),
Alexander II put much of his energies into strengthening Russia and reversing its
‘backwardness’.
o Therefore, during his Period of Reform 1855-1861, the reforms all contained
‘effective’ liberal elements which were built on in the future: emancipation of serfs;
military reform; local government reform; judiciary reforms; educational reform; he
even tackled constitutional change in the Loris-Melikov proposals.
- Effective for economy: Some of the reforms were very effective in modernising the Russian
Economy
o One of the goals of the reforms was to modernise Russia and address its deep-
seated economic backwardness
Freed a lot of Serfs – 23 million serfs were emancipated – mobilised the
labour force allowing for the creation of an industrial workforce.
Milyutin as minister if war also reduced the length of conscription service
(and making military drafting to include nobility) and freed more me for the
industrial workforce, therefore boosting the economy.
Railways built: 1861: 1,600km, 1878: over 22,000 km
- Effective for changing society and gov: Alexander II’s reforms effectively changed the
composition of Russian society
o Another of the goals of the reforms was to modernise Russia and address its deep-
seated societal backwardness
o Alexander II’s reforms effectively changed the composition of Russian society
created free peasants and the beginnings of kulak class
allowed more mobility for the creation of an industrial workforce
transformed the army with conscription for all classes and better treatment
provided for the involvement and growth of ‘professional classes’ in
government
3
, taking first steps towards a more democratic framework and improving
public services; established a single system of courts, open hearings, juries,
equality before the law and expanded educational provision…
o Government Reforms introduced the zemstvo (in 1864)
Democracy was introduced for the very first time in Russia through zemstvo.
Government investments in roads, schools and public services. Church
control over education removed (temporarily) and overtaken by the
zemstvo.
o Attempts of reform under Loris-Melikov from 1880 even explored constitutional
change
1880-1881: Loris-Melikov (appointed Minister of the Interior 1880) had
developed a plan for a representative council (the "Loris-Melikov
Constitution"). The monarch would retain the sole right of legislative
initiative and ultimate autocratic power; however, it was a step towards
more shared power as there would be some representation from the
zemstvo, the city councils and appointed experts. Tsar Alexander II approved
the plan in principle on the morning of March 13, 1881. However, he was
assassinated by members of the revolutionary group Narodnaya Volya later
that same day. Alexander III, rejected the reform program entirely and
committed firmly to preserving the autocracy, leading to Loris-Melikov's
resignation and the plan's permanent shelving.
Agree – the reforms were ineffective and half-hearted
Really alexander just wanted to retain autocratic power so the
- Alexander II half-heartedness
o Link to fear of alienating the nobility and the Church and after 1966, period of
reaction and counter-reforms to maintain grip on autocracy
- Ineffective for peasants (and economy): The reforms were ineffective as they still were
hard on the peasantry and there was not actually much change in the lives of peasants.
o Redemption payments for 49 years at 7% interest; Peasants unable to pay it back;
Long term economic hard ship
o The influence of the mir limited mobility and ensured the continuance of traditional
subsistence farming therefore there continued to be a poor agricultural output.
Unfair land redistribution: Landlords retained about two-thirds of the land,
while peasants received roughly one-third. Landlords also kept the highest
quality land. Led to strip farming and ineffective farming techniques which
was bad for agricultural output.
o By 1881, still poor economic state for peasants
1881: redemption payments were made compulsory despite 50% of
peasants being unable to produce a surplus (due to traditional farming
methods) to move beyond subsistence farming
by 1881, 15% of peasants were still ‘temporarily obligated’ to their landlords.
4
This document is aimed towards A-Level History students studying AQA Component 1H Tsarist and
Communist Russia, 1855-1964. I also have a similar document for AQA History Component 2S The
Making of Modern Britain, 1951-2007.
I was awarded an A* in my History A-Level and I truly believe that making and learning essay plans in
order to familiarise myself with exam style was crucial to my success.
This document plans out the vast majority of the past questions, and as questions tend to repeat,
this will be extremely useful.
The document is sectioned out following the specification structure. Therefore, there are separate
sections for:
1. Trying to preserve autocracy, 1855-1894
2. The collapse of autocracy, 1894-1917
3. The emergence of Communist dictatorship, 1917-1941
4. The Stalinist dictatorship and reaction, 1941-1964
Within each time period, the sections are structured thematically. The themes are:
1. Authority and Opposition
2. Economy
3. Society
Before these sections, I have included the mark scheme information the 25 marker essays. I have
further annotated the mark scheme in order to clarify the key parts of essay responses and highlight
what the examiner is looking for so that you know how to approach answering the question. (Key tip:
always use the wording of the question to frame your answer. Keep repeating the questions key
terms throughout your response and ensure that you introduction and conclusion explicitly answer
and link back to the main question).
Good luck with revising and with your exams. I am fully aware that A-Levels can feel extremely
overwhelming at times, but you just have to make a start. Remember that you don’t have to know
everything!! Try to familiarise yourself with key events and key dates and learn how to actually
answer the question.
I hope that you find this document as helpful as I did. 😊
1
, Mark scheme info:
The information below is lifted form the AQA mark scheme for the 25 marker essays. I have further
- Demonstrate, organise and communicate knowledge and understanding
- to analyse and evaluate the key features related to the periods studied
- substantiated judgements
- exploring concepts, as relevant, of cause, consequence, change, continuity, similarity,
difference and significance.
Level 5 Answer: Answers will display a very good understanding of the full demands of the question.
They will be well-organised and effectively delivered. The supporting information will be well-
selected, specific and precise. It will show a very good understanding of key features, issues and
concepts. The answer will be fully analytical with a balanced argument and well-substantiated
judgement
- Cover all elements of the question: ensure define meaning of the key terms in the
introduction and tell the examiner how I am assessing the question.
- Cover all the key points of the time period and the factor (write a note of the key ee=vents in
the time period relating to the question at the top of the page)
- Well organised: use a strong agree disagree structure and paragraphing with intro and line of
argument and conclusion.
- well-selected, specific and precise supporting information (+ include enough supporting
information and examples so that my answer if fully developed)
- Fully analytical: examine in detail how my points support the judgement I am making. To do
so, exploring concepts as relevant, of cause, consequence, change, continuity, similarity,
difference and significance.
- balanced argument and well-substantiated judgement: use a clear line of argument and
match this to my conclusion.
Key terms to consider in the question
- political uncertainty = not knowing what the government wants you to do + not sure who is
completely in charge. For example, No political uncertainty under Stalin
- political/government = authority and government. i.e. who’s in power, do other people/the
public have a say, are the people subject to fear and terror.
2
,Trying to preserve autocracy, 1855–1894
Authority and Opposition
2023: ‘Alexander II’s attempts at reform, in the years 1855 to 1881, were half-hearted and
ineffective.’ Assess the validity of this view
Two parts to this question – half-hearted AND ineffective
Disagree – the reforms were effective and not half-hearted
- Intro para: It could be argued that Alexander was deeply committed to reform and not
half-hearted. As a result of his liberal education (including attending salons with his liberal-
leaning aunt Elena Pavlovna and tutoring from liberal poet Zhukovsky) and his distress at
the outcome of the Crimean War in 1856 (in which Russia faced a decisive defeat),
Alexander II put much of his energies into strengthening Russia and reversing its
‘backwardness’.
o Therefore, during his Period of Reform 1855-1861, the reforms all contained
‘effective’ liberal elements which were built on in the future: emancipation of serfs;
military reform; local government reform; judiciary reforms; educational reform; he
even tackled constitutional change in the Loris-Melikov proposals.
- Effective for economy: Some of the reforms were very effective in modernising the Russian
Economy
o One of the goals of the reforms was to modernise Russia and address its deep-
seated economic backwardness
Freed a lot of Serfs – 23 million serfs were emancipated – mobilised the
labour force allowing for the creation of an industrial workforce.
Milyutin as minister if war also reduced the length of conscription service
(and making military drafting to include nobility) and freed more me for the
industrial workforce, therefore boosting the economy.
Railways built: 1861: 1,600km, 1878: over 22,000 km
- Effective for changing society and gov: Alexander II’s reforms effectively changed the
composition of Russian society
o Another of the goals of the reforms was to modernise Russia and address its deep-
seated societal backwardness
o Alexander II’s reforms effectively changed the composition of Russian society
created free peasants and the beginnings of kulak class
allowed more mobility for the creation of an industrial workforce
transformed the army with conscription for all classes and better treatment
provided for the involvement and growth of ‘professional classes’ in
government
3
, taking first steps towards a more democratic framework and improving
public services; established a single system of courts, open hearings, juries,
equality before the law and expanded educational provision…
o Government Reforms introduced the zemstvo (in 1864)
Democracy was introduced for the very first time in Russia through zemstvo.
Government investments in roads, schools and public services. Church
control over education removed (temporarily) and overtaken by the
zemstvo.
o Attempts of reform under Loris-Melikov from 1880 even explored constitutional
change
1880-1881: Loris-Melikov (appointed Minister of the Interior 1880) had
developed a plan for a representative council (the "Loris-Melikov
Constitution"). The monarch would retain the sole right of legislative
initiative and ultimate autocratic power; however, it was a step towards
more shared power as there would be some representation from the
zemstvo, the city councils and appointed experts. Tsar Alexander II approved
the plan in principle on the morning of March 13, 1881. However, he was
assassinated by members of the revolutionary group Narodnaya Volya later
that same day. Alexander III, rejected the reform program entirely and
committed firmly to preserving the autocracy, leading to Loris-Melikov's
resignation and the plan's permanent shelving.
Agree – the reforms were ineffective and half-hearted
Really alexander just wanted to retain autocratic power so the
- Alexander II half-heartedness
o Link to fear of alienating the nobility and the Church and after 1966, period of
reaction and counter-reforms to maintain grip on autocracy
- Ineffective for peasants (and economy): The reforms were ineffective as they still were
hard on the peasantry and there was not actually much change in the lives of peasants.
o Redemption payments for 49 years at 7% interest; Peasants unable to pay it back;
Long term economic hard ship
o The influence of the mir limited mobility and ensured the continuance of traditional
subsistence farming therefore there continued to be a poor agricultural output.
Unfair land redistribution: Landlords retained about two-thirds of the land,
while peasants received roughly one-third. Landlords also kept the highest
quality land. Led to strip farming and ineffective farming techniques which
was bad for agricultural output.
o By 1881, still poor economic state for peasants
1881: redemption payments were made compulsory despite 50% of
peasants being unable to produce a surplus (due to traditional farming
methods) to move beyond subsistence farming
by 1881, 15% of peasants were still ‘temporarily obligated’ to their landlords.
4
