Phase 1: Annotated Bibliography

Instructions: This document is to be used during the initial stages of your EE research and it may not be
replaced with a blank word / google doc. While this document will not be complete by the end of February, you
are required to submit it for review by your supervisor by Feb. 24. To do this, you will upload it to your EE
Worksheet on ManageBac. Instructions for this are on BS.

Research for the Extended Essay

● Consider the embedded questions and ideas in your research question: e.g. in order to answer this
question, what do I need to know?
● Brainstorm (maybe with your supervisor) for relevant search terms and ideas.
● Record sources using MLA, APA or Chicago Style (be consistent by choosing one reference style)
● Invest two hours (min.) in February towards research and record everything here.

TIPS & TRICKS

How do your sources measure up? Try the CRAAP TEST!

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Citation Support
➔ Style Manuals for the disciplines are available in the library’s reference collection
➔ Diana Hacker’s Pocket Style Manual is a useful resource for students
➔ OWL at Purdue provides classroom summary posters that are available in the library and can be accessed
online.

Note Taking
➔ Things you can take notes on (from Smart note-taking for research paper writing):
◆ Explanation of complex theories
◆ Background information on events or persons of interest
◆ Definitions of terms
◆ Quotations of significant value
◆ Illustrations or graphics
➔ Distinguish between direct quotes, paraphrases/summaries, and your own thoughts (from Reading Well and
Taking Research Notes):
◆ Summarize when you only need to remember the main point of the passage, chapter, etc.
◆ Paraphrase when you are able to clearly state a source's point or meaning in your own words.
◆ Quote exactly when you need the author's exact words or authority as evidence to back up your claim.
You may also want to be sure and use the author's exact wording, either because they stated their
point so well, or because you want to refute that point and need to demonstrate you aren't
 misrepresenting the author's words.

CITE AS YOU GO!!! There are few things worse than a great note from an unknown place.

Working Bibliography: List of the key sources and the general value of each e.g. what does it contribute to your research?
● Five (min.) sources due by Feb 24
● Cited using a citation convention MLA, APA or Chicago

Source Type Brief Notes

1. Family Member → Father Journal - Primary resource → travelled to Soviet Union

- Reason for interest
- Heard stories from Muslims in Soviet Union about different
methods they preserved their culture in tradition
- Communicated with elder people → explained how tradition
was transmitted via descendants
- Code names, house secret-gatherings and oral tradition to
preserve culture and tradition

Mystics And Commissars by Book - provides info. On sufism in soviet union

Alexandre Bennigsen and S. - provides stats and data relevant to study
Enders Wimbush

Islam and the Study of Journal - provides info on muslims in soviet union
Central Asia: A Critique of - could be useful
the Western Scholarly
Literature by Asad AbuKhalil

Essays of Students in Journal - gives first hand account what families suffered and did as a
Tajikistan result (i.e. rely on faith)
- related to first source → students of my father
- highlights importance of faith

A Society in Transition: Journal - provides vital info. On the ismailis and methods they used to
Ismailis in the Tajik Pamirs preserve tradition
Béatrice Zimmermann (2008)

An Anthology of Ismaili
Literature A Shi’i Vision of
Islam - Editied by Hermann
Landolt, Samira Sheikh and
Kutub Kassam
Book - provides story of Pir Sabzali who went and scribes within a story
his experience
- mentions methods used to preserve culture tradition

Voyage of Pir Sabzali In Journal - same as last source

Central Asia Narrated by - but provides many more pages
Ramzan Ali Alibhai - much more detailed

ISMAILI REVIVAL IN TAJIKISTAN: Journal - fits timeline

FROM PERESTROIKA TO THE - provides info. On different ancient ceremonies - which have
 PRESENT by Abdulmamad been preserved
ILOLIEV

Central Asian Ismailis Book - has wealth of knowledge on specific events, people, and laws
An Annotated Bibliography which go hand in hand with the date chosen (1930’s and 1940’s)
of Russian, Tajik and Other
Sources

A Society in Transition: Journal - goes into depth on methods used by Soviet Muslims to counter
Ismailis in the Tajik Pamirs sovietization and preserve culture, tradition and religion
Béatrice Zimmermann (2008)

Shaykh Zahir Mahmood Video - YouTube video which talks about who Stalin targeted, which
“When Stalin Attacked the were the scholars; The consequences faced when the scholars
Muslims & Islam” were removed, the injustices they faced if believed to be
practicing faith. Furthermore, the lecture sheds light on the
different restrictions put upon the masses, etc.

Annotated Bibliography: detailed record of each source’s contribution so that you may consider a range of sources ( e.g. primary,
secondary, journals, pop culture, etc.) and a record of your reflections about the source (e.g. how to use it, when to use it, it’s validity, reliability
etc. See the example at the end of the blank templates) For help in understanding value try the CRAAP test.

● Two (min.) sources due by Feb 24

● Cited using a citation convention MLA, APA or Chicago

Source Family Member → Father

Origin & Purpose - Who → Family member (father)

- Where → Soviet Union
- When → November 1998. Dushanbe 2000.
- Why → Invited to set up computer lab in newly opened Aga Khan Lycee
Primary School and to understand and learn about the history, culture and
people of Moscow, Tajikistan, Uzebekistan, and Kyrgyzstan (City and rural
peoples). Also, worked in Aga Khan Humanities Project in Dushanbe 2000

Value E.g. to your research question

- Got first hand-knowledge from families there

- Studied with Dr. Safroz Niyozov - gained PHD at UofT (OISE) → used as translator and
explained Russian books (original source from Khorog University → materials about
original culture, history and people of Tajikistan)
- shared info. with students in Canada
- Aga Khan Humanities Project in Dushanbe 2000 → Collected archives of all literature,
history, social science, music, architecture, drama, poetry, folklore - digitalized works -
Worked with Dr. Rafique Keshavjee (PHD Harvard)
- Has information on original tradition of muslims in soviet union (specifically Tajik.
Uzbek. Kyrgy.) → musical instruments, ceremonies (marriage/death/Navroz/Birth)
- Source matches understanding of topic → verifies claims through Dr. Safroz Niyozov
(Credentials of verified claim/source → PHD in education at UofT, Acting Associate
Dean Programs (UofT), completed his Honors' Degree in Arabic Philology from Tajik
 State University in 1983, Taught at Dushanbe and Khorog State Universities -
1989-1993, Dr. Niyozov speaks fluently in Tajik (Dari/Persian)
Credentials of Family member (father) →

Limitation E.g. adequate to support your assertion

- somewhat info.
- could be some author bias

Notes

Summary (as applicable):

The first source is from my father who went to the Soviet Union in November of 1998. The purpose of his visit was
too set up a computer lap in then, newly opened Aga Khan Lycee Primary School and to fulfill his desire on learning
about the history, culture and peoples of Moscow, Tajikistan, Uzbekistan, Kyrgyzstan. My father brought Dr. Safroz
Niyozov alongside him as a translator and as a guide to understand the Russian books (which was an original source)
from Khorog University which had information on the original culture, history and tradition of the peoples of
Tajikistan. Additionally, my father had the chance of interacting with elderly Muslims who expressed the history of
ways in which their family prior, maintained and preserved culture, tradition and or religion.

My thoughts:

I believe this is a very valuable and rich source as it corresponds perfectly with the understanding of my topic and
gives insight first hand on what the families preserved (i.e. stories) from their descendants.

Source "Mystics And Commissars". Google Books, 2023,

https://books.google.ca/books?hl=en&lr=&id=-F4Yk0B16zAC&oi=fnd&pg=PA1&dq
=secret+gatherings+of+muslims+in+soviet+union+1930+1940&ots=Rm5YF9YZXo
&sig=rfrHtPIBE4R9fu6I-0tQ5_Wz18A#v=onepage&q&f=false. Accessed 24 Feb
2023.

Origin & Purpose - Who → Alexandre Bennigsen and S. Enders Wimbush

- When → 1985
- Where → Published in USA - University of California Press
- Why → Exploring Sufism particularly in Soviet Union due to its major
importance

Value - Provides stats which are accurate and relevant to study

- Purpose is stated → Exploring Sufism particularly in Soviet Union due to its
major importance
- The currency of work is established

Limitation - Does not provide credentials - somewhat denouncing the authority

Notes

Summary (as applicable):

The book Mystics And Commissars by Alexandre Bennigsen and S. Enders Wimbush explores Sufism within the
Soviet Union. This book provides stats which are relevant to my topic. Furthermore, the work explores the
relationship between the Soviet government and Sufism. The authors enlighten the readers on the Soviet
governments efforts to suppress culture, tradition and or religion and how the traditional cultural practices thrived
in some regions of the Soviet Union. Finally, Mystics And Commissars sheds light on ways in which the Sufis
persisted and preserved their cultural practices in the ‘face of suppression.’

Quotes & Page Numbers (as applicable):

- “Recent sociological surveys in the North Caucasus show that the proportion of Muslims observing religious
rights in one way another is still high: around 80 per cent” - pg. 16
- “Less than 20 per cent of the North Caucasian Muslims identify themselves as atheists” - pg. 16

My thoughts:

Mystics And Commissars by Alexandre Bennigsen and S. Enders Wimbush is a very valuable source as it dwelves
deeper into a different sect of Islam in comparison to the first source which looks mostly at the Shia Ismaili’s. The
book also provides stats which provides a detailed analysis (relevance) and provides footnotes which shows the
accuracy of the source.

Source Central Asian Ismailis

An Annotated Bibliography of Russian, Tajik and Other Sources

Origin & Purpose Origin → The origins of the work is based upon manuscripts, printed texts and other
source materials. In detail, the embodiment of the work is derived from Ismaili
literature produced by Russian, Soviet and post-Soviet scholars from Central Asia.

Purpose → The purpose of the book is to encourage research and to analyze relevant
issues. In a larger sense, the work is intended to show the “the relationship of the
Ismailis to other traditions, communities and schools of thought in Islam.”

Value - Info on year (1930’s/40’s) is mentioned

- Important events, regulations/restrictions/laws, ppl mentioned

Limitation - Though the book is almost 300 pages, the area I am looking at is approx. 30/40
pages
- “the opinions expressed in these publications must be understood as
belonging to their authors alone.”
- Limited perhaps (?)

Notes

- Russians blocked communication b/w Soviet Ismailis and Aga Khan (Spiritual head)
- “Russian consulate, thus, viewed the Ismailis as agents of British Imperial interests, who could work
against Russian interests in the region.”
- Russian had a “much more humane attitude towards the local people, especially the Ismailis.”
- Shirinsho Shotemur (1899-1937)
- Played a vital role in making Badakshan an autonomous state
- Addressed as a national here of Tajikistan in 2006
- “The Ismailis, like the rest of the Soviet people,” faced collectivization
- “collectivisation of agriculture, when land was nationalised and the cultivation of certain cash crops
 (e.g. tobacco and cotton) was forced upon the people”
- Beginning 1930’s (until late 60s) → Soviet transferred ppl. From central and Eastern Tajik to Southern
Lowlands
- The forced migration (including many muslims) had the ppl. Of the mountains experience very hot
weathers which resulted in many deaths
- End of 1920s strict religious restrictions implemented
- 1936 → border issue b/w Tajik, China, Afghan. (due to # of Tajik Ismailis residing in these countries)
- Moscow sealed borders of Tajik. → Hence, there was a complete isolation from co-religionists in
those countries
- The main goal was to prevent contact b/w diff. Muslims
- Also to prevent contact b/w Ismailis and Imam/representatives
- WWII (“particularly in 1943”) → Soviet needed support of entire Soviet population (against Nazi Germany)
- “They finally relaxed state repression and restrictions on religion, allowing people to perform their
religious duties and ceremonies and re-opening many mosques, churches, synagogues and other
places of worship”

Summary (as applicable):

The book, Central Asian Ismailis, focuses on a group of Muslims (Ismailis), there history and more importantly the
lifestyle they lived during the Soviet era. The book dives into detail, maily on laws/restrictions, people, and events.

Quotes & Page Numbers (as applicable):

- “Russian consulate, thus, viewed the Ismailis as agents of British Imperial interests, who could work against
Russian interests in the region.” → pg. 51
- “much more humane attitude towards the local people, especially the Ismailis.” → pg. 53
- “The Ismailis, like the rest of the Soviet people…” → pg. 57
- “collectivisation of agriculture, when land was nationalised and the cultivation of certain cash crops (e.g.
tobacco and cotton) was forced upon the people” → pg. 57
- “However, some khal ī fa s did manage to perform rituals as they regarded it their duty to do so, even
though the consequences could be dire. 212 Th e khal ī fa s went underground and some ordinary
members of the community also risked their lives and, in private, maintained their devotional practices, in
particular, the funeral ceremony. The oppressive measures of the Soviet authorities could not prevent the
performance of these religious obligations, and this led to the practice of a ‘parallel Islam’, where religious
rites were performed informally and secretly.” → pg. 59
- Footnote in book → A. Matveeva, ‘The Perils of Emerging Statehood: Civil War and State
Reconstruction in Tajikistan an Analytical Narrative on State-making’, Crisis States Research Centre
(March, 2009), p. 8

Source A Society in Transition: Ismailis in the Tajik Pamirs Béatrice Zimmermann (2008)
2023. Ndr.Ch. https://www.ndr.ch/wp-content/uploads/2018/03/Society_in_Transit

Origin & Purpose Béatrice Zimmermann

2008

Value - Provides details on methods used by Muslims to counter sovietiziation

Limitation - Only accounts Ismailis (no other groups) → Suspect similar methods used by
 other sects as well because term ‘Mullahs’ appears in Sufi, Sunni and
Ithnashari sects
- Does not say where it was published.

Notes

- 1936 → central power in Moscow, communist party, government of Tajikistan close borders to Afghanistan,
because of the undesirable closeness to non-Soviet Afghanistan
- “By this action many family ties as well as cultural and religious contacts between the Ismailis of
GBAO and their Afghan neighbours were cut through. Furthermore the connection with their Imam
(Aga Khan III) in Bombay was interrupted and the Ismailis in GBAO could no longer get the farmons,
the orders or guidelines coming from him. With time passing, they had the feeling of becoming
forgotten.” - pg. 4
- Maintained own traditions and religion through:
- Meetings in secret places
- “People locked their books, their religious manuscripts and pictures from their Imam in boxes and
buried them outside the house, often under the rocks behind the village.” - pg. 5
- reading of books/discussion of their content = extremely important to learn, preserve Ismaili
religious traditions, faith and ethics.
- “As aforementioned, khalifas and mullohs read books to interested people whenever
possible. Particularly the various masterpieces by Nasir-i Khusraw were (and still are today
as many people told) very important to conserve the Ismaili faith, as they contain the
essence of the Ismaili religion.”- pg. 5
- Khalifas/mullohs educated own children in religious indoctrination at home

Summary (as applicable):

The journal A Society in Transition: Ismailis in the Tajik Pamirs by Béatrice Zimmermann (2008) goes into depth on
the Ismailis life under Soviet control, their economic and political frame as well as methods they used to counter
sovietization. Some methods include secret gatherings, readings of religious texts, as well as the importance of the
role of Khalifas and Mullahs.

My thoughts:

Very valuable source which goes into depth and has information on my exact research question.
Source Shaykh Zahir Mahmood
“When Stalin Attacked the Muslims & Islam”
2023. Youtube.Com. https://www.youtube.com/watch?v=_CWJZElXJgI.

Origin & Purpose - Who → Shaykh Zahir Mahmood

- When → Nov. 21. 2019
- Where → As-Suffa Institute
- Why → To enlighten the students on the _ importance on being grateful for
having Shaykhs, Imams, Mullah present with you in comparison to what the
Soviet Muslims faced.

Value - Provides valuble information on who Stalin targeted, which were the scholars;
The consequences faced when the scholars were removed, the injustices they
faced if believed to be practicing faith. Furthermore, the lecture sheds light on
the different restrictions put upon the masses, etc.

Limitation - Sometimes Shaykh does not provide his source when claiming something.

Notes

- Stalin targeted the scholars

- If captured → shipped off to Serbia
→ Killed (in mass)
→ Sent to Gallows (Gulag?)
- “historians mentioned that they [Soviets] would actually dig graves” for them to be placed in
- Remove the Ulama (Scholars) → Ilm (knowledge) is removed/absent → People become Jahil (ignorant)
- In Tashkent (Uzbekistan) there is a Garden of the Martys
- If someone has some doubt upon someone practicing their faith → They would be brought to the
Garden
- 3 officers present to vote whether individual is guilty or not
- “Take them five to ten minutes” → Then person called guilty and killed
- 1937 → Garden of Martyrs - 13,000 ppl. were killed “for the sake of deen (the religion or belief of a
Muslim)
- “Once they had eradicated the Ulama, then they put the bands on the general masses”
- I.e. banned Quran
- Not allowed to own one
- “If they found that you had any verses…” they would sent you/exile family to Gallows
- Banned hijab
- Soviet believed them to be oppressive and represent inequality (even if females wanted to
wear the the hijab)
- No scholars = no marriage, religious funeral, etc.
- “People came to believe that only eating pork is haram”
- Reason why almost everyone was drinking vodka - soviets delivered vodka to houses
- Speakers were put on the araches of the mosques → they blasted music, talks on atheism, propaganda

Summary (as applicable):

Shaykh Zahir Mahmood delievers a lecture at the As-Suffa Institute in November of 2019 on the Soviet Muslims and
the trials, tribulations, and consequences faced if they practiced their faith.
My thoughts:

This source is very useful and valuable as in my EE essay I can talk about the different methods used by the Soviet
Muslims to counter sovietization and connect it to the consequences faced if they believed to be found guilty of
practicing their faith. All in all, I can shed light on the dangers when using methods to counter sovietiziation and
preserve culture, tradition and religion.

Source Kemper, Michael. Studying Islam in the Soviet Union (Oratiereeks). Amsterdam University Press,
2009.

Origin & Purpose - Amsterdam University Press, 2009.

- Kemper, M. (2009). Studying Islam in the Soviet Union. (Inaugural lecture; No. 321).

- “How did our image of Muslims in the Soviet Union change in the last decades? How
did we study Islam in the Soviet Union before its downfall in 1991, and how did Soviet
scholars perceive ‘their own’ Islam? And finally, how were the two discourses related to
each other? In this context we will also have a look at the state-Islam relationship in the
USSR.”

Value - Provides list of policies

Limitation

Notes

- Early 1930s → “direct assault on the traditional Muslim communities: almost all mosques were closed
down, and thousands of Muslim scholars, Imams and Sufi shaykhs were imprisoned, exiled, or executed.
Muslim newspapers were eliminated, Islamic education was banned, and Muslim libraries were destroyed.
The Communist Youth activists enjoyed themselves bulldozing Muslim shrines.” - pg.
-
- Major goal of early Soviet policy in Muslim regions = “banning of the traditional female clothing; the
unveiling of the Muslim woman, by persuasion or by force, was regarded as women’s liberation, with no
regard for the women’s preferences and for the vulnerable situation of unveiled women in their traditional
societies.” → pg.
- I.e. Hijab
- Seen as oppressive and in Soviet perspective it demonstrated inequality
- 1930s → “Stalinist totalitarian state was not able to eradicate Islam as a religion: it was in private, mainly in
the family or at informal community meetings that Muslims continued to perform Islamic rituals like
prayers and funerals, and here a minimum of Islamic knowledge was transmitted to the next generations.” -
pg.
- Methods used by Soviet Muslims to preserve religion and identity → counter sovietization
-
- Stalin’s ‘Great Retreat’ - 1932 (and onwards)--> Islam considered as a ‘feudal’ religion
- “that had to be exterminated.” - pg.
-
- Anti-Islamic propaganda was tuned down, during WWII → to gain support against Nazi Germany
Russian Policies/Restrictions towards Muslims
Mosques closed
thousands of Muslim scholars, Imams and Sufi shaykhs
were imprisoned, exiled, or executed
Muslim newspapers were eliminated
Islamic education was banned
Muslim libraries were destroyed
Banning of traditional female clothing; unveiling of the
Muslim woman
Comments
- to counter this policy Muslims practiced at home
- eradicationg scholars = eradication of knowledge =
ppl. Become unknowledgeable (perhaps lose faith)
- “Islam would simply wither away.” → Soviet POV
- which newspapers? -- as the Muslims had ties with
the Turkish and were close with the Afghans and
Chinese Muslims perhaps eliminating Muslim
newspapers made them unaware of their comrades or
neighbours, separating that connection.
- the extermination of holy books, manuscripts,
pictures of Imam (for Ismaili)
- Muslim counter = locking books and manuscripts they
previously kept
- Stalin POV = Islamic Hijab oppressive + symbol of
inequality
Source Kemper, Michael, Raoul Motika, and Stefan Reichmuth. Islamic Education in the Soviet Union
and Its Successor States. London: Routledge, 2015.

Origin & Purpose - Who → Michael Kemper, Raoul Motika, Stefan Reichmuth
- When → 2015
- Where → London: Routledge

Value - Group of historians → work is a combination of multiple perspectives

Limitation

Notes

- Soviet POV = “under the conditions of successful Socialist construction and propaganda, Islam would simply wither
away.”
- Tatar female activist and writer Mukhlisa Bubi (executed in 1936) was elected to the office of qadi of the Ufa Spiritual
Directorate.
-
- By the end of the 1920s, the Bolsheviks had built up a Soviet national and atheist school system in most Muslim
regions, and were able to replace the Jadids with new local Communist elites whose ties to Islamic culture and reli-
gion were much weaker. Finally, by the late 1930s, most of the leading Jadids were repressed or executed

- opening of the new Soviet Central Asian madrasas in the mid-1940s.

-
- Change of alphabet in 1937-1940 → to cylrillic
- This measure was not only a second devaluation of the cultural heritage of the USSR’s Muslim peoples, it also
prevented Soviet Muslims from easy communication with their coreligionists in the Republic of Turkey, which
had adopted the Latin alphabet in 1928.
- Cyrillic alphabets would draw the Muslims closer to what was meant to be the dominant Russian proletarian
culture.

many books were burnt by Communist activists, or even ceremoniously buried by their owners.

In view of the danger of losing this great religious and cultural heritage, some last Arabists took great pains to preserve what
was left of the former splendour of Islamic literature, and collected the biographies of Islamic scholars and educators.

seizing mosques on a massive scale, and turning them into polling stations. → 1928

public pressure forced the higher authorities to intervene, and a certain number of mosques, schools and properties even had
to be returned to the commu- nities (as seen in the case of Azerbaijan and Uzbekistan).

wealthy peasants (“kulaks”) who were the traditional sponsors of Islamic schools in their communities.

Countless Islamic teachers and mullahs were deported or killed during Collectivization, and it became impossible to establish or
maintain mosque congregations or schools.

Persecution reached another peak during the Great Terror of 1937/38, which resulted in the outright elimination of huge parts
of the national elites (including large segments of the Soviet-educated secular intelligentsia).

The Spiritual Board in Ufa simply ceased to function after the demise of its last Mufti, Rizaetdin Fakhretdinov, in 1936. In the
North Caucasus, also during the 1940s, several hun- dred mullahs were arrested, and many of them killed, and by 1945 there
was no legally working mosque left in Daghestan.

WWII = Change in policy

For educational purposes, the regime permitted the establishment of two official Soviet institutions of higher Islamic learning,
the Mir-i ‘Arab Madrasa in Bukhara (opened in 1943) and the Baraq-Khan Madrasa in Tashkent (1956). These two Uzbek
madrasas served as the only official gateway for Muslims from all over the Soviet Union to pursue the career of a mullah or
scholar, and it is at these two schools that many imams (and also some of the Soviet and post-Soviet muftis) from all parts of
Central Asia, Russia, and the Caucasus met.

Source ​ "THE IMPACT OF SOVIET POLICIES IN ARMENIA, 1920-1936; A STUDY

OF PLANNED CULTURAL TRANSFORMATION - Proquest". 2023.
Proquest.Com.
https://www.proquest.com/openview/e8fa01bc2634b084b134fca39acfd13a/
1?cbl=18750&diss=y&pq-origsite=gscholar&parentSessionId=O8d0rn0QK
YChhWwO6MO%2BOzN8Dm0H1GxVZZ%2FKhUDWaFM%3D.

Origin & Purpose Origin → A dissertation submitted to the department of history and the committee on
graduate study of stanford university
→ Mary Kilbourne Matossian - Associate Professor of History. University of
Maryland

Purpose → “The purpose of this study is to examine Soviet policies in Armenia and
their impact on the patterns of Armenian culture. Specifically, an attempt will be made
to evaluate the impact of Soviet policies on the Armenian family, village, and town…”

Value - Old source → may have better perspective (due to time and space)
- Accounts for chosen date 1930’s

Limitation - Bias → American

- Bad american soviet relations → research paper published during cold
war

Notes

- Armenian values were legitamized by custom and religious sanctions

-
- The family, village, and church were the basic agencies in the socialization of the child, and the leadership
of these institutions was patriarchal in character
-
- History shows that Armenian culture to have shown remarkable resistance to change
-
- “They resisted many Soviet policies as well, and in some cases quite efficiently”
-
- Sovietization of Armenia → late 1920s
- Soviet Armenia as a Union Republic of the USSR on 12/5/1936
- 1936 is where Soviet policies acheived significant results in Armenia
- Severe purge occurred which wiped out large part of Armenian Intelligentsia (i.e. writers
and artists)
- Divorce laws tightened
- Christianity = state religion of Armenia (since 301 AD)
-
 - 1955 → Soviet Armenia = Southwestern corner of Transcaucasia
- East of Soviet Armenia = Soviet Azerbaijan

My thoughts:

Valuable source that provides knowledge on Soviet Armenia during the 1930s. Also, this source can be critized
(historically debated), which is good for a history IA.

Source 2023. Marxists.Org.

https://www.marxists.org/history/ussr/overview/armeniansovietso00unse.pdf.

Origin & Purpose - Found in library of University of Alberta

- Novosti Press Agency Publishing House → Moscow
- USSR 1967

Value - Book that provides insight on the Soviet positive contributions to the
Armenian society
- Historical debate can be made against source → bias

Limitation - Bias → book = soviet origin

- Bias is evident in book

Notes

- “Soviet Armenia has opened its doors to all who wish to return to their homeland and take part in building
a new life.” → pg. 11
-
- Cultural and educational institutions created
- “Today [1955] there is not a single industrial enterprise, not a state or collective farm, an
educational institution or enterprise in Soviet Armenia that does not have a club or a house of
culture, a movie theatre, a mobile-cinema projector, or library.” → pg. 62
- “The Republic has 2,700 libraries, of which 1,000 are in rural areas, with a total of 20 million
volumes. There are 1,058 clubs, 888 of them are in the countryside. Towns and villages of Armenia
have 3,300 amateur art groups with 50,000 members. There are 700 cinema units, with more than
600 movie theatres.” → pg. 62
-
- “In 1940, the Armenian Pedagogical Institute opened a Faculty of Physical Training, which in 1945 led to
establishing the State Institute of Physical Culture. Today nearly 40 sports are developed. Armenian
sportsmen, particularly gymnasts, wrestlers and boxers, have repeatedly been victors at international
competitions winning many gold and silver medals as world and Olympic champions.” → pg. 64

My thoughts:

Similar to previous source, this book provides insight on the Soviet positive contributions to the Armenian society.
Also, historical debate can be made against source due to bias which is beneficial for History IA
Source 2023. Unesdoc.Unesco.Org.
https://unesdoc.unesco.org/ark:/48223/pf0000047391.

Origin & Purpose - 1982

- Published In 1982 By the United Nations Educational, Scientific and Cultural
Organization
- Purpose “...to show how cultural policies are planned and implemented in
various member states”

Value - Credible source → United Nations Educational, Scientific and Cultural

Organization

Limitation - American source - possible bias?

Notes

- Centres and schools for illiterates were organized throughout country

- Millions flocked to such centres in the early 1930s
- Students acquired political, technical, and agricultural knowledge
- “Much was done to improve the material situation and working conditions of teachers, scientists, writers
and artists” → pg. 20
- 1940-41 - country boasted 32,100 schools with attendance of 6,800,000
- Early 1930s → “compulsory primary education for all was introduced.” → pg 20
- 1940/41 → 166 institutions → 127,500 students
- 1914/1915 → 19 institutions → 26,700 students
- Many scientific breakthroughs occurred in Ukraine
- cultural/educational institutions created → libraries, clubs, museums, cinemas
- 1940 - 53,000 centres
- Physical edu. Centers established
- 1940 - 14,000 facilities
- 1930 → 88.2% total pop. literate
- Including 82.9% of female pop
- March 1943 → work had begun on museum of literature and arts
My thoughts: This source provides a lot of detail regarding positive policies and implementations the Soviets placed
upon Ukraine
Source 2023. Shron1.Chtyvo.Org.Ua.
https://shron1.chtyvo.org.ua/Lysiak-Rudnytskyi_Ivan/The_Soviet_Ukraine_in_Histo
rical_Perspective_anhl.pdf?PHPSESSID=ejk512o8evcmjabmmsbc5alkv3.

Origin & Purpose - IVAN L. RUDNYTSKY

- Source: Canadian Slavonic Papers
- To show The Soviet Ukraine in a Historical Perspective

Value - Historical Perspective → no/less bias

Limitation - Not great amount of info.

Notes

- 1930 → Ukraine becoming fully developed, culturally mature nation

-
- 1930's = radical change
- “Stalin's reign of terror weighed heavily on all the peoples of the Soviet Union, but the dictator's
fury was directed particularly against the recalcitrant Ukrainian” → pg. 241
- “As a result of the enforced collectivization of agriculture, and the artificial famine of 1933, the
Ukraine suffered staggering losses in human lives. "Unofficial estimates of the death toll resulting
from the famine comprise at least 10 per cent of the population (over 1 million), but if the
reduction in the birth rate and the increase in mortality were included, the figures would run, by
some accounts, into 5 to 7 million, when extrapolated to the 1939 census." → pg. 241
- Collectivization of agriculture, and the “artificial famine” of 1933, → Ukraine suffered a lot of death
- The word “Artificial” before the word famine could make it clear that the famine was fake, in terms
that it was planned and not more of a “natural” famine

My thoughts:
Source provides a historical perspective on the Ukraine famine in 1932. This source also believes the famine to have
taken place as a result of a collection of policies.
Source ​ 2023. Willzuzak.Ca.
https://willzuzak.ca/cl/bookreview/Applebaum2017RedFamine.pdf.

Origin & Purpose - Anne Applebaum

- The purpose of this book is to delve further into the Ukarine starvation in 1932
and to see whether such a disaster was planned or a coincidence.

Value - Credible author

Limitation “the translation Red Famine into Ukrainian, without the monograph having first
undergone a thorough correction and revision, and its dissemination among Ukrainian
readers is harmful. The authority of a Western scholar-publicist will serve to promote a
confused explanation and a mistaken understanding of the Holodomor.” → Roman
Serbyn, Professor of History, Montreal, Canada, June 4, 2018

"Shortcomings And Harmfulness Of Red Famine By Anne Applebaum". 2023. National

Museum Of The Holodomor-Genocide.
https://holodomormuseum.org.ua/en/news/shortcomings-and-harmfulness-of-red-fa
mine-by-anne-applebaum/.

Notes

- Soviet Union’s decision to force peasants to give up land and join collective farms; extinction of ‘kulaks’,
“the chaos that followed; these policies, all ultimately the responsibility of Joseph Stalin, the General
Secretary of the Soviet Communist Party, had led the countryside to the brink of starvation.” → preface
- While peasants were dying due to starvation in the countryside - Soviet secret police launched attack on
Ukrainian intellectual and political elites.
- “As the famine spread, a campaign of slander and repression was launched against Ukrainian
intellectuals, professors, museum curators, writers, artists, priests, theologians, public officials and
bureaucrats.” → preface
- the Holodomor in winter and spring of 1933 and attack against of Ukrainian intellectual and “political class
in the months that followed – brought about the Sovietization of Ukraine” →
- “Raphael Lemkin, the Polish-Jewish lawyer who invented the word ‘genocide’, spoke of Ukraine in this era
as the ‘classic example’ of his concept: ‘It is a case of genocide, of destruction, not of individuals only, but of
a culture and a nation.’” → preface
- history of the famine of 1932–33 not taught.
- b/w 1933-1991 USSR refused to acknowledge any famine took place.
- “The Soviet state destroyed local archives, made sure that death records did not allude to
starvation, even altered publicly available census data in order to conceal what had happened.” →
preface

My thoughts:
A very valuable source which dives in depper to determine whether the Ukarine starvation in 1932 was planned, via
a cimbiantion of laws and policies or a coincidence.