1950s

The Soviet Union positioned itself as a society of social equality, where the elimination of human exploitation was said to have achieved harmony in class relations. The eradication of social contradictions between the “top” and “bottom” (in Soviet terminology, the “exploiters” and “exploited”) was widely promoted as an indisputable and irreversible achievement of the Soviet state. Yet, this created a paradox: while this ideal was publicly championed, the significant social gap between the people and the so-called “people's power” was a reality that remained unacknowledged. This module by Viktor Krupyna focuses on the financial privileges of the Ukrainian Soviet nomenklatura.

This module by literary scholar Olha Petrenko-Tseunova tells the story of Kateryna Biletska-Kandyba, the wife of Oleh Kandyba (known by the literary pseudonym Oleh Olzhych), a poet and member of the Ukrainian nationalist underground, head of the cultural and educational department of the Leadership of Ukrainian Nationalists (PUN) and the Revolutionary Tribunal of the Organization of Ukrainian Nationalists (OUN) (1939-1941), and her WWII experience and post-war emigration.

The early vision of amateur filmmaking in the Soviet Union was characterized by the pragmatic idea of using the new media not only for entertainment but also to involve a wide range of citizens in the production of newsreels and to create a network of correspondents across the country to cover the construction of socialism. However, despite sporadic attempts, this idea was not immediately implemented on a large scale. The lack of technology and sufficient equipment, and later the political climate of the 1930s, hindered this. It was only after liberalization and Khrushchev's reforms that the idea reappeared on the agenda.

Many stories could illustrate the struggles of Ukrainian women as members of the Ukrainian underground during World War II. One is the story of Marija Savchyn, who in 1939, at the age of fourteen, joined the female youth section (iunky) of the Organization of Ukrainian Nationalists (Orhanizatsiya Ukrayins’kykh Natsionalistiv [OUN]), which spearheaded the Ukrainian nationalist movement. While in high school during the Second World War in Przemyśl, Savchyn joined the Ukrainian underground...

The course invites to explore East-European History of mid XIX - late XX cent. through the concept of mobility, which encompasses movement of people, goods and ideas. Students will deal with a corpus of texts on social history of transportation, as well as with a rich array of visual materials. Of special interest will be cases, specific to the region, for example cultures of Christian and Muslim pilgrimage, Socialist rallies, trolleybus infrastructures or “destalinization” of metro stations. Cases of imported western technologies will provide ground for interregional comparisons, not only in aspects of introduction of transport system, but also in aspects of their exploitation and disintegration. The course is built on a premise...

The course invites to look at the history of Soviet Ukraine from the perspective of its everyday practices. Using many visual sources from 1922 to 1991, students will explore daily routines, housing, clothing, transportation, leisure, and music consumption in urban and rural settings. Periods of peace, war, and crisis will receive equal attention so that one can see how global developments were experienced on a microlevel. Students will explore how maintaining everyday objects and personal habits was essential for building personal safety in different historical contexts. The everyday histories of Soviet Ukraine will also provide a deeper insight into the standard historical narratives about East-European societies, particularly their dialogue with the global society...

This lecture course comparatively and transnationally investigates twentieth-century communism as a modern civilization with a global outreach. It looks at the global spread of communism as an ideology, an everyday experience, and a form of statehood in the Soviet Union, Europe, Asia (i.e.Mao’s China), and post-colonial Africa. With the exception of North America and Australia, communist regimes were established on all continents of the world. The course will examine this historical process from the October Revolution (1917) to the Chernobyl nuclear disaster (1986), which marked the demise of the communist state. The emphasis is not just on state-building processes or Cold War politics but primarily on the social, gender, cultural and economic policies that...

The course explores the history of Russia as an empire from Peter I up to now in the methodological perspective of the new imperial history. What are the historical preconditions and sources of Russian imperialism and militarism? How did the small principality of North-Eastern Europe manage to create the largest empire in the world? To what extent the Russian Empire of the 18th and 19th centuries differed from European colonial empires as well as eastern imperial polities such as Ottoman Empire and China? How did the imperial nationalities policies emerge and evolve? What role did the competition between "great powers" play in turning Russia into an empire? The course attempts to answer these...

The field of social history has achieved the edge of its popularity in 1950-1980s. It was strongly connected with other disciplines, such as economics, demography, sociology, and allowed historians to reach a much wider range of research themes. Since the 1960s, the social history of the Jewish people became important and influential part of the studies. Historians were exploring the possibilities to study Jewish community with new tools and integrating different representatives of Jewish community – workers, women, immigrants, criminals - in a research. Since 1990s historians of Jewish past shifted their interest to cultural studies. However, in the last years, we can see an economic turn, which signifies the search for a...

The aim of the course is to get to know how to analyze examples of visual culture, including: fiction films and documentaries, video, photography. Both contemporary and historical materials will be studied, together with theoretical texts and publications (from the area of film and media studies, anthropology, cultural studies and history. Although images are mostly seen, if you want to really know them and understand them really well, you must not only "see" them but also "read" them, that means to analyze them as a complex message/ text. That is why at our course we will firstly discuss some terms and categories, that would help us to read images such as: composition, convention,...

The course aims to discuss the major military conflicts of the twentieth century from a gender perspective. In doing so, the course covers the history of global and local wars in a wide variety of regions, including Europe, Africa, and Asia. However, rather than surveying a vast number of military conflicts, we will use a case study approach to conduct in-depth analyses of external and internal dynamics of military encounters and the role of gendered violence during them.

In our mini-course we will explore cultural interaction between Jews and non-Jews (Ukrainians, Poles, Russians) in the borderlands of the Habsburg and Romanov empires. This is interaction that may have been conscious or unconscious, and may have involved encounter, appropriation, negotiation, exchange and destruction.

This seminar explores ideas and practices of heritage in Eastern and Central Europe between 1945 and now. The course is designed as a set of five meetings, which will include short lecture introductions, seminar discussions, and at the end – practical workshop. Our meetings will be about discussing the texts, addressing cases you will read about or already know. Thіs the seminar will be our common effort in reading, asking questions and searching for answers. Therefore it is crucial that you will read assigned parts of selected texts and also consult texts from the recommended reading list. While reading assigned texts, please keep a short track of your ideas and formulate several questions...

Our main focus in this class will consist in Jewish experiences with cities in the twentieth century. Geographically, our center of attention will be Central and Eastern Europe (with our main – but not exclusive – emphasis on territories that, at one point or the other, came under Soviet rule); chronologically, we will concentrate (unevenly) on the period between the end of the First World War and the end of the Soviet Union. In particular, the Holocaust and the Second World War were events of central and terrible importance for this period and area. Accordingly, we will pay special attention to them.

Historians constitute a rather conservative breed, and of course some historians are more conservative than others. The comfort zone of a conservative historian is a document, that is a preserved text, especially one that has some kind of official provenance. Memoirs, testimonies, oral history — the conservative historian considers them at best to be second-rank sources, too subjective and uncertain. This kind of historian does not even recognize visual materials as sources and makes no use of them. But this is unfortunate, because we live at a time in which all sorts of information is presented ever more frequently by visual means. Our students have become accustomed to acquire information in a form...

Ukraine’s twentieth century was tragically marked by much politically motivated violence and authoritarian regimes as well as movements, from the radical left and the radical right. These forces and events did not only do great harm in the past but left memories and legacies that are still challenging to contemporary Ukraine. In this class, we will focus on several key issues of history, memory, and politics. The readings cannot be exhaustive. Instead, our aim is to read and discuss a sample of important short texts that allow us to reflect more broadly on the underlying questions.

This course was a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school (July 13 – August 7, 2015. Center for Urban History. Lviv, Ukraine).

This course was a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school.

This course forms a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school. The syllabus is available only in Polish.

This course forms a part of Jewish History, Multiethnic Past, and Common Heritage: Urban Experience in Eastern Europe summer school.

The course will cover the major development of the East European Jewry from the mid-eighteenth century till the present. More specifically, it will focus on the apparently largest category of modern Jewish history, i.e. modernity itself. The course will start with the discussion of what modernity means in contemporary scholarly discourse, and—more specifically—how it is applied today in historiography of East European Jewry. This introduction will provide a frame for the focus of the course: the analysis of the changing life patters and differing strategies of adopting, rejecting, or negotiating modernity in every-day lives of East European Jews.