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WRITING FOR THE VCE HISTORY
REVOLUTIONS EXAM (2014)
Luke Cashman
Penleigh and Essendon Grammar School
luke.cashman@pegs.vic.edu.au
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What will be covered today?
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The structure of the exam
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Exam format: Question booklet & Answer booklet
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Time allocation
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Which Revolution to write on in each Section
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How to address particular questions
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Preparation and study advice
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Study resources
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General hints and tips
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Sample student responses
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Structure of the examination
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Monday, 10 November 3.00 - 5.15pm
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The exam is worth 50% of your overall result for this
subject (VCE Study Design, January 2013, p136)
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Total of 80 marks
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15 minutes reading (and thinking) time
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Two hours writing time
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Two Sections (A & B) which contain two Outcomes each:
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Outcome 1: Revolutionary ideas, leaders, movements and events
(AOS 1)
Outcome 2: Creating a new society (AOS 2)
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Section A & Section B
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Each Section is worth 40 marks; each Outcome is worth 20
marks
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Therefore 60 minutes per Section; 30 minutes per
Outcome
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Roughly 500 – 600 words per Outcome every 30 minutes
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You must nominate which Revolution you will address on
the front page for both Sections in the Answer book
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You can only write on ONE revolution in each Section. Eg:
 Section A: America (both Outcomes)
 Section B: China (both Outcomes)
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Exam format
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Separate Question and Answer book
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Two reasons:
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Facilitate computer scanning for assessment
Prevent problems over which Revolution to write on in each Section
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Each Outcome immediately follows on from the previous one in
each Section
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You MUST write your responses within the box in the Answer
book otherwise the computer might not scan it
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Use the extra writing space provided appropriately – clearly label
your responses (eg: “Qn continued in extra space”; then “Section
A Qn 2 continued”) This is absolutely vital as your exams are
scanned, separated and sent to different assessors.
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Which Revolution should you write on in
each Section?
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Which Revolution can you write on in both Sections?
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Which Revolution should you write on?
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Two options:
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Decide in the exam room after you have read the questions
Decide prior to the exam, regardless of the questions
If you take the latter option:
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Decide early to reduce your preparation time
Think about the SACs you sat during the year
For example - France: SAC 1 Document Analysis; SAC 2
Argumentative essay corresponds to Section B
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SECTION A
REVOLUTION ONE
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Section A, Outcome 1 (I)
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Indicate which Revolution you are writing on in the Answer book
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Revolutionary ideas, leaders, movements and events
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Long-term, structural factors such as: social, economic and political causes
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Short-term precipitants: wars, financial crises, signs of weakness at the top
etc.
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Question format: Extended Answer Response (EAR)
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Two questions: BOTH must be answered
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10 marks each; 15 minutes per question
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This includes less than 1 minute planning each
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Approximately 250 words per question
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Section A, Outcome 1 (II)
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Read the question carefully and underline/highlight key terms
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Stay within the timeframe given in the question (eg: “between February and October 1917”)
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If dates given (eg between 1905 and February 1917) include events in those dates
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The first sentence must answer the question directly
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Three or four distinct points that are clearly signposted (eg Firstly, Secondly etc)
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Distinguish between:
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Question 1: “contributed to the development of the Revolution” – that is, deeper, broader, long-term
structural factors (political, social, economic etc) that generate tensions, grievances and social friction but
could not on their own lead directly to the transfer of power
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Question 2: “contributed to a revolutionary situation” – that is, short-term, specific, close-focus, volatile
and frequently violent factors that led directly to a revolutionary transfer of power
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Refer to these two points throughout the question, not just in the first and final sentences
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“Too many unnecessary references to historians… that often caused disruption to the flow of
the argument and presentation of facts.” (Assessor’s Report on the 2013 Revolutions exam)
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Section A, Outcome 1 (III)
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Use words that highlight causal role of an event, person etc: ‘catalyst’,
‘highlighted’,
‘intensified
dissatisfaction’,
‘polarised’,
‘popularised’,
‘articulated’, ‘stimulated; ‘led to’, ‘contributed to’, ‘crucial factor in.’
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Consider when and why key social groups (including the armed forces)
withdrew their support from the regime
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What mistakes or errors were made by the old regime (eg poor decisions;
failed attempts at reform; increased political repression; weak leadership)
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How and why particular political groups or parties (eg the Bolsheviks or the
CCP) were able to muster and maintain sufficient support
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Include specific detail: groups & movements; individuals; key events
(dates); important places; the impact of ideas and ideologies;
policies and documents/speeches
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Address these questions in the appropriate section of the Answer book
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Section A, Outcome 2 (I)
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Creating a new society
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The same Revolution that you wrote on in Outcome 1
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Follows on directly from Outcome 1 - easy to find
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Key areas to focus on:
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What were the stated aims and goals of the revolutionaries?
Did the Revolution fall short of its goals? If so, why?
Challenges/obstacles/crises: military, political, social and economic
Responses: disproportionate and brutal OR necessary and appropriate?
Change and continuity: was the new regime markedly different to the one it replaced?
Which social groups “won and lost” in the revolutionary outcome?
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Task format: Document Analysis
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1 document; 30 minutes (including planning)
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Section A, Outcome 2 (II)
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Can be any of: document,
representation or interpretation
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Primary or secondary; visual or written
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Read the captions carefully for vital contextual/background
information
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Four questions (a, b, c & d)
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Questions a and b: comprehension / knowledge
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commentary,
2 marks each
Your ability to interpret the extract
Be succinct but answer the question
Read the questions carefully and get them right!
visual
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Section A, Outcome 2 (III)
Question c:
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Read the question carefully & highlight key terms (RUUP)
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Do not simply write a narrative of events
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The first sentence should answer the question (a topic sentence)
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Expand on this with three main ideas
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Use signposting to connect, or differentiate between, ideas
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Use specific historical knowledge (dates, names etc)
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Stay within the time frame specified by the question
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About 10 minutes and approximately 150 words
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Section A, Outcome 2 (IV)
Question c:
Knowledge/understanding;
document.
historical
context
surrounding
the
phrase in the question: “By quoting from the extract and using
your own knowledge…” or “By referring to parts of the graphic…”
Key
Meet
this requirement by quoting directly from the extract or
describing an element of a visual representation.
Discuss
points
the main idea of the document as one of your three main
phrases: “As stated in the extract…” or “As Robespierre
stated in his speech…” or “As can be seen in the visual…”
Useful
Address
this in the appropriate section of the Answer book
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Section A, Outcome 2 (V)
Question d:
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Evaluate the usefulness or reliability of the document
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This means three things:
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Know what event or issue the document refers to
Understand whose perspective is being presented
Know what others have said about that event or issue (can be
contemporary views or historians)
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Read the question carefully and underline key terms
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Plan before you write; decide how reliable or useful the document
is in representing a specific episode of the past and be prepared
to explain your answer
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Stay within the time frame specified by the question
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Section A, Outcome 2 (VI)
Question d:
Your
first sentence must answer the question (ie: how reliable or useful is the
source: extremely; quite; somewhat; limited etc)
Discuss
the strengths and/or limitations of the source; refer to obvious bias or
deliberate distortion if evident
– what aspect of the event or issue does the document not discuss (ie
other causes or consequences)
Omission
Quote
written documents or describe a particular element of a visual source. Make
the reference explicit.
Discuss
viewpoints that agree with the extract (if possible)
Discuss
viewpoints that disagree with the extract or offer equally valid, yet
alternative, points of view
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is not enough to list schools (eg: Marxists; revisionists); you need to know what
particular historians have argued about specific aspects of the revolution
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Section A, Outcome 2 (VII)
Question d:
Use well-known historians and be as specific as possible when
discussing their views
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Use signposting throughout to indicate where viewpoints differ or
concur (Similarly; on the other hand; in addition; however)
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Summarise your findings in the final sentence; link back to the
question directly
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Eg: “Therefore, this extract is of limited use because…”
 Approximately
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250 words
15 minutes
 Address
this in the appropriate place in the Answer book
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SECTION B
REVOLUTION TWO
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Section B, Outcome 1 (I)
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You MUST write on a different revolution from the one you
referred to in Section A
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Mark this in the appropriate place in the Answer book
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AOS 1 – Revolutionary ideas, leaders, movements and events
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The task in Section B, Outcome 1 is essentially the same as
Section A, Outcome 2
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Document analysis: Any of a document, commentary, visual
representation or interpretation
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Format: a, b, c & d
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20 marks; 30 minutes including planning
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Address this in the appropriate place in the Answer book
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Section B, Outcome 2 (I)
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Refer to the same revolution as you did in Section B,
Outcome 1
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AOS 2: Creating a new society
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Format: Argumentative Essay
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ONE essay question per revolution - no choice
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Questions are specific to one of the four revolutions
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Usually accompanied by a quote from a participant or
historian, or a general statement
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This can help you engage with the broader debates on the
Revolution
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Section B, Outcome 2 (II)
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Read the question carefully
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Highlight/underline the key words
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Write a brief plan to structure and organise your response
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Do not refer to AOS 1 at all
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20 marks; 30 minutes
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Argue a clear, strong contention that refers directly to the
question
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Develop a complex contention; avoid simply agreeing or
disagreeing with the question (eg. some goals met; not all)
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Section B, Outcome 2 (III)
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Use paragraphs with clear topic sentences
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Expand on topic sentences with relevant and specific
evidence:
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policies or speeches
key documents
key events
statistics and quotes
important individuals, institutions & groups
accurate dates
Students are discouraged from using historians’ views.
Instead, demonstrate your own understanding and
interpretation of the past supported by specific evidence
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Section B, Outcome 2 (IV)
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Approximately 500+ words
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Brief intro and conclusion (about 50 words each)
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Three body paragraphs of about 150 words each
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Four types of questions:
 Aims and goals
 Crisis and response
 Change and continuity
 Who gained and who lost?
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Can focus on any of:
 Political
 Social
 Economic
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Section B, Outcome 2 (V)
Possible essay structures:
Chronological
(aims and goals; change and continuity):
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Initial moderate phase (establishment; goal setting)
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Radical phase (extremism; defending or extending the revolution beyond its
initial aims
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Return to moderation (return to moderate goals; compromise; and end to
violence)
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themes (Crisis and response; change and continuity):
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Political (structure of government; sovereignty; genuine democracy)
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Economic (distribution of wealth; theory & structure of the economy)
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Social (liberties and freedoms; social structures overturned; legal and
religious reform; education; use of violence and terror to subdue/eliminate
opponents)
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social groups (Who won and who lost?):
Groups that won, gained little or lost; from “top” to “bottom” of the social
pyramid
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Section B, Part 2 (VI)
Sample Intro:
Russia [November 1917 – 1924 death of Lenin]
‘The New Economic Policy was an absolute compromise of Bolshevik
ideals and illustrated Lenin’s desire to maintain power for power’s sake.’
Do you agree with this view of the Bolshevik revolutionaries? Use evidence
to support your answer. [HTAV Sample exam 2009]
By the time of Lenin’s death in 1924, the Bolsheviks had compromised most
of their revolutionary goals. This was undoubtedly due in part to the
Bolsheviks’ desire to establish a dictatorship and destroy their political
opponents. Socially and economically, however, the Bolsheviks were
forced (by circumstances largely beyond their control) to implement policies
that betrayed their most deeply cherished aims. (60 words)
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Preparation resources I
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Past and sample VCAA exams on the VCAA website:
http://www.vcaa.vic.edu.au/Pages/vce/studies/history/revolutions/exams.aspx
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Assessor’s reports (excellent for high level student sample responses)
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Prior to 2005 are NOT useful at all
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HTAV, QAT and Insight practice exams
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Erikson & Kerr, VCE Revolutions Teacher Pack (HTAV, 2010)
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Chief Examiner’s advice in “The Age”
(eg. 8 October 2013)
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Preparation resources II
For historiography  Textbooks:
 Cambridge “Analysing the x Revolution” series
 HTAV series (eg. “Liberating France”)
 “Access to History” series
 Past examinations
 Borrow one or two accessible works by noted
historians, eg:
 Fitzpatrick for Russia
 McPhee for France
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General hints and tips I
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Neat hand-writing!!!
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Write within the designated space on the page
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Use blue or black pen; no pencil (important for scanning clarity)
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Answer the question – write to the key terms and use synonyms
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Use signposting to connect your ideas together
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Use reading time well (also thinking time)
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Respond to long written documents first OR
the revolution you feel most confident with
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Be time-disciplined in the examination
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Genuine practice examinations completed under examination conditions (e.g.
time; no books)
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General hints and tips II
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Get accustomed to the layout and format of the exam (VCAA samples
and past exams; HTAV; Insight)
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Respond to the right question in the right part of the Answer book
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Use specific facts and information
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Avoid vague remarks like: “met the needs of the people” or “made the
French happy”
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Avoid referring to events from the wrong AOS or the wrong Revolution
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Read the captions accompanying documents carefully
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Spell and use the terms “bias” and “biased” properly
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Something is not biased or unreliable because it is a primary source
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Something is not useful or reliable because it is a secondary source
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General hints and tips III
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Roughly 500 words per Outcome.
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It’s a matter of words, not how many lines you fill
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If you use the extra space in the Answer book, use the correct area and
clearly label your continued response
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If you use a second Answer book, indicate this CLEARLY
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Know the chronology of key events and dates
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Understand the chain of cause and effect
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Be able to work backwards chronologically from an event so you can discuss
causes
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Speak to your teacher as often as possible
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Read, read, read & write, write, write