Revolutions mark some of the greatest ‘turning-points’ of modern times and mark deliberate attempts at new directions. They share the common aim of breaking with the past by destroying the regimes that were set firmly in place and embarking on a program of political and social transformation. As processes of dramatically accelerated social change, revolutions have a profound impact on the country in which they occur, as well as important international repercussions.
Because revolutions involve destruction and construction, violence and liberation, they polarise any society and unleash civil war and counter-revolution, making the survival and consolidation of the revolution the principal concern of the revolutionary state. In defence of the revolution, under attack from within and without, revolutionary governments often deploy armed force and institute policies of terror and repression. The process of revolution concludes when a point of stability has been reached and a viable society has emerged as an outcome
Revolutions in history have been reconsidered and debated by historians. The study of a revolution should consider differing perspectives and the reasons why different groups have made different judgments of the history of the revolution.
Our study of revolutions will focus on The French Revolution in Unit 3 and, The Russian Revolution in Unit 4
AREA OF STUDY 1
Revolutionary ideas, leaders, movements and events
The periods for this area of study are:
• French Revolution 1781 to 4 August 1789 (Necker’s Compte Rendu to the 4 August 1789)
• Russian Revolution 1905 to October 1917 (Bloody Sunday to the Bolshevik Revolution)
Historians have put forward different theories about the causes of revolution; for example, inadequate response to structural change, political divisions, the failure of rising expectations, the loss of authority, the erosion of public confidence in the old order. Questions have been raised such as: Why did social tensions and ideological conflicts increase in the pre-revolutionary period? Why could social tensions and ideological conflicts not be contained or constrained within the traditional order? What events or circumstances eroded confidence in the government or weakened the capacity of the ruling class to meet challenges to its authority?
.
AREA OF STUDY 2
Creating a new society
The periods for this area of study are:
• French Revolution 5 August 1789 to Year 111 (1795) (Declaration of the Rights of Man and
Citizen to the dissolution of the Convention Year 111);
• Russian Revolution November 1917 to 1924 (Initial decrees to the death of Lenin);
A new political order and a new society was not created easily. Revolutions took many years to achieve their initial promise of social and political change. Endangered and radicalised by political dissent, civil war, economic breakdown and wars of foreign intervention, resistance to revolution assumed different forms impeding the transformation which the revolutionaries had envisioned. In times of crisis, revolutionary governments often became more authoritarian, instituting more severe policies of social control. Historians debate the success of the revolutionary ideas, leaders, groups and governments in achieving their ideals by evaluating the nature of the new society as the revolution consolidated.

You will study TWO revolutions; France (Unit 3) and Russia (Unit 4). For each revolution both areas of study must be explored.
Area of Study 1: Revolutionary ideas, leaders, movements and events
Area of Study 2: Creating a new society
 SACs 50% (1 for each area of study)
 Exam 50%
FRANCE: You will sit two SACs on the French Revolution
SAC 1: Written and/or Graphic Analysis
Content: Evaluate the role of leaders, movements and events in the development of the revolution.
SAC 2: Essay
Content: Analyse the challenges facing the emerging new order, and the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.
Assessment Criterion:

Knowledge of a range of events and factors which developed during the course of the revolution

Knowledge and analysis of the causes of tensions and conflicts generated in the old regime that contributed to its breakdown

Analysis and evaluation of the importance of ideas, ideologies, individuals and groups in bringing about revolutionary change

Analysis and evaluation of written and visual sources to draw conclusions
Assessment Criterion:

Demonstrate knowledge of the importance of ideologies, individuals and groups, governments or parties in the creation of the new society

Analysis of the challenges faced by revolutionary groups and analysis of the ways in which they responded to them

Evaluation of the degree to which the revolution brought about changes and continuities

Analysis and synthesis of written and visual sources to draw conclusions
 Consideration of a range of historians’ interpretations

Structure and clarity of responses
RUSSIA: You will sit two SACs on the Russian Revolution
SAC 3: Research Report – short answer SAC 4: Historiographical Exercise – responses (format)
Content: Evaluate the role of leaders, movements and events in the development of the revolution.
Assessment Criterion:

Knowledge of a range of events and factors which developed during the course of the revolution

Knowledge and analysis of the causes
Graphic and/or extract analysis (format)
Content: Analyse the challenges facing the emerging new order, and the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.
Assessment Criterion:

Demonstrate knowledge of the importance of ideologies, individuals and groups, governments or parties in the creation of the new society

of tensions and conflicts generated in the old regime that contributed to its breakdown

Analysis and evaluation of the importance of ideas, ideologies, individuals and groups in bringing about revolutionary change

Analysis and evaluation of written and visual sources to draw conclusions

Analysis and evaluation of a range of historians’ interpretations

Analysis of the challenges faced by revolutionary groups and analysis of the ways in which they responded to them

Evaluation of the degree to which the revolution brought about changes and continuities

Analysis and synthesis of written and visual sources to draw conclusions
 Consideration of a range of historians’ interpretations
EXAM:

The end of year examination will contribute to 50% of the Study Score.

The exam will be two hours, the date of the exam will be published by the VCAA

The exam will be set by a panel appointed by the VCAA and marked by a panel of assessors appointed by the VCAA.
Description:
All of the key knowledge and skills that underpin the outcomes in Units 3 and 4 are examinable.
The examination paper will include questions which refer to written and/or visual representations and/or historians’ commentaries or interpretations.
All students will be examined against the following criteria;
1.
Understanding and appropriate use of historical terms, concepts, commentaries and interpretations.
2.
Application of evidence to support arguments and conclusions.
3.
Knowledge of the commencement, ongoing development and/or consolidation of the revolution.
4.
Knowledge of key events, factors, individuals and/or groups influencing the revolution and its consolidation.
5.
Analysis of the revolutionary struggle and the creation of a new society.
6.
Evaluation of change in the revolution.
This is a very brief outline of some of the good French Revolution texts that we will access during our studies. Most of these have been bought for our school library, some other texts we will access for various readings. You may also find you have access to these texts at local libraries. I have annotated the references for your convenience!
* = a copy is available in the school library
** = Mr Roberts has a copy
Michael Adcock, Analysing the French Revolution (This is the textbook we are using there is a spare copy in the library) *
Michael Adcock, Checkpoints VCE History Revolutions (This is a study guide for Units 3 and 4, it gives useful advice for tackling the exam and lots of sample questions) *
Simon Schama, Citizens (Schama is a cultural historian and so looks at small events to illustrate a broader point. An interesting read but relatively difficult) *
George Rude, The French Revolution (A Marxist historian, Rude examines the revolution from a class based perspective)
George Rude, The Crowd in the French Revolution (As the title suggests, this text examines the role of the crowd in the French Revolution in influencing the course that the revolution took) *
Christopher Hibbert, The French Revolution (This is an interesting narrative of the Revolution but is quite descriptive. It gives a good overview, but not necessarily a historian you would refer to in an essay as it is more like a novel) **

William Doyle, The Oxford History of the French Revolution (Revisionist historian who focuses on detail. This gives a comprehensive account of the Revolution but is quite dry) *
William Doyle, The French Revolution: A Very Short Introduction (Good for a brief overview of the Revolution) *
Georges Lefebvre, The French Revolution *
Peter McPhee, The French Revolution (A social historian, McPhee looks at the Revolution from the viewpoint of the ‘everman’) *
Townson and Rees, France in Revolution (This is a student text and is very good. It clearly outlines main events, individuals, ideas and issues in a chronological fashion and also articulates the various historians. If you were keen to buy any other text I would recommend this one as it is directed towards students and will add to your understandings. You can buy a second hand copy for $20-30)
**
Jill Fenwick and Judy Anderson, Revolution: France (This is a student text published by the HTAV in 2005. It gives a good detailed overview if the revolution. It costs approximately $25) *
Mark Fielding and Margot Morcombe, The Spirit of Change: France in Revolution (This is another student text, it has many excellent graphics and primary documents) *
FICTION: Charles Dickens, A Tale of Two Cities FILM: The Scarlet Pimpernel, Marie-
Antoinette (An interesting look at the extravagance of the Ancien Regime)
This is a very brief outline of some of the good Russian Revolution texts that we will access during our studies. Most of these have been bought for our school library, some other texts we will access for various readings. You may also find you have access to these texts at local libraries. I have annotated the references for your convenience!
* = a copy is available in the school library
Richard Malone, Analysing the Russian Revolution (This is the textbook we are using there is a spare copy in the library) *
Margot Morcombe and Mark Fielding, The Spirit of Change: Russia in Revolution (This is a student text that has many primary source documents, we will be using this for several key documents) *
Michael Lynch, Reaction and Revolution: Russia 1894-1924 (This is a student text and is very good. It clearly outlines main events, individuals, ideas and issues in a chronological fashion and also articulates the various historians. If you were keen to buy any other text I would recommend this one as it is directed towards students and will add to your understandings. You can buy a second hand copy for $20-30)
Robert Service, The Russian Revolution 1900-1927 (A balanced assessment of revolutionary leaders, policies and politics, quite accessible reading) *
Orlando Figes,
A People’s Tragedy
(A readable view of the Revolution, biographical interludes tracing the differing perspectives of six different types of people. Figes is like Schama a postmodernist cultural historian) *
Sheila Fitzpatrick, The Russian Revolution (A social revisionist, Australian historian. She provides an overview of historical changes, though interest lies heavily with the everyday people. A short comprehensive and accessible account) *
Richard Pipes, A concise History of the Russian Revolution (An American historian of Polish-
Jewish ethnicity. He is described as a western liberal-conservative heavily, Pipes is heavily opposed to the ideologies of socialism and communism.)
John Daborn, Revolution and Counter-Revolution *
There are countless other textbooks available in the school library, which offer shorter accounts of the revolution, or just alternative texts. The ones listed above are the main ones we will be accessing. Likewise this list is by no means exhaustive of the available historians and material.
Websites: http://vcehistory.info/ www.russia.net/history.html
www.departments.bucknell.edu/russian/history.html
Fiction: Figes - Natasha’s Dance, Pasternak - Dr Zhivago, Bulgakov – The White Guard
Film: Nicholas and Alexandra (1971), Ten Days that Shook the World (1927) *

WEEK DATE TOPIC
1
2
1 FEB – 5 FEB Area of Study 1 - Revolutionary Ideas,
Leaders, Movements and Events
- The Ancient Regime. France prerevolutionary times.
- Social, Political and Economic situation in France in the 1780’s
3
4
15 FEB – 19 FEB - Enlightenment Period
- The Philosophes
22 FEB – 26 FEB - Economic overview/taxation system
- Necker’s Compte Rendu
- Aristocratic revolt
- Assembly of the Notables
5 1 MAR – 5 MAR - Parlement of Paris
- Estates General
- Tennis Court Oath
6 9 MAR – 12 MAR
(Monday 8 th Hol)
- National Assembly
- Storming of the Bastille
7
8 FEB - 12 FEB
15 MAR – 19 MAR - Peasant revolt
- The great fear
SCHOOL ASSESSED
COURSEWORK
- French Society overview task
- Enlightenment task – ‘Philosophes Profile’
- Graphic Analysis task
- Test #1
- Estates General Historiograhy task
- Bastille; written analysis task
- Test #2
- Practice SAC
SAC #1 – Visual and/or graphic analysis task
8 22 MAR – 26 MAR - The night of patriotic delirium
Area of Study 2 – Creating a new
Society.
- The August Decrees
- Womens march to Versailles
- Declaration of Rights of Man and
Citizen (DORMAC)
TERM
1
HOLS
9 12 APR – 16 APR - Consolidation of the Revolution
- Reforms of the Revolution
- The Civil Constitution of the Clergy
10
11
19 APR – 23 APR - Revolutionary Leaders
- Political Clubs
- Flight to Varennes
26 APR – 30 APR - Champ de Mars Massacre
- Constitution of 1791
- The Legislative Assembly
12
13
14
3 MAY – 7MAY - War with Austria
- Invasion of the Tuleries
- Imprisonment of King Louis XVI
10 MAY –14 MAY - September Massacres
- Trial and execution of Louis XVI
- Committee of Public Safety
17 MAY–21 MAY - The Terror
- SAC Review
- Leaders of the Revolution, student booklet
(group activity task)
- Historiography task
- Test #3
- Practice SAC
15
16
24 MAY- 28 MAY - The ‘Great’ Terror
- Robespierre
- Downfall of the Jacobins
- Return of the Girodins
- The Thermidorian reaction
31 MAY- 4 JUN - Constitution of 1795
- France in 1795: the new society
7 JUN – 11 JUN - Revolution overview and revision
- Winners and Losers of the Revolution
- research task (AOS #2)
- Terror statistical analysis task
SAC # 2 – Essay task.
- Test #4
- Winners and Losers group written analysis task

WEEK
1
2
TERM
HOLS
3
4
5
6
7
8
9
10
11
12
TERM
HOLS
13
14
DATE
14 JUN – 18 JUN -Tsarism in Russia (analysis task)
21 JUN – 25 JUN
TOPIC
Area of Study 1 - Revolutionary Ideas,
Leaders, Movements and Events
- Russia pre-revolutionary times
- Russo-Japanese war 1904-05
- 1905 Revolution
- Bloody Sunday 1905
- Russian society overview task
- Russo-Japanese War graphic analysis
12 JUL – 16 JUL
19 JUL – 23 JUL
26 JUL – 30 JUL
2 AUG – 6 AUG
9AUG – 13 AUG
16 AUG – 20 AUG
23 AUG – 27 AUG
30 AUG – 3SEP
6 SEP – 10 SEP
13 SEP – 17 SEP
- October Manifesto 1905
- Fundamental State Laws 1906
- The first Duma’s & Stolypin’s reforms
- Ideology overview; Introduction to
Marxism
- Revolutionary overview; Lenin,
Trotsky, Bolsheviks, Mensheviks
- World War One (1914)
- Russia’s involvement in the war
- Tsar Nicholas leads the Russian Army
- Rasputin
- Tsarina Alexandra
- Economic turmoil of WWI
- February Revolution 1917
- Provisional Government
-Petrograd Soviet
-The crisis of Dual Authority
- Kerensky’s role
-Lenin’s return (April Theses)
- July Days / Kornilov Revolt
- October Revolution: Bolsheviks seize power
Area of Study 2 – Creating a new
Society.
- The treaty of Brest-Litovsk
- Role of leaders: Lenin & Trotsky
- Initial Bolshevik reforms
- The Constituent Assembly
- The Civil War
- War Communism
- The Cheka
- Trotsky & the Red Army
- The Kronstadt Revolt
- New Economic Policy (1921)
- Economic recovery in Russia
- Death of Lenin
- Revolution overview and revision
-‘ Bloody Sunday’ Historiography task
- Duma statistical analysis task
- Test # 1
- World War I – Timeline task
-(groupwork) Battles of World War I; research task
- Leaders, Events and Movements of the
Revolution, student booklet
(group activity task)
- Practice SAC
SAC #1 – Short Answer responses
(research task)
- Historiography analysis task
- Test # 2
- Graphic analysis task
- Practice SAC
- Test # 3
SAC #2 – Historiography task
4 OCT – 8 OCT - SAC review
11 OCT – 15 OCT
- Exam Revision
(Exam revision booklet and tasks)
- Exam Revision -Practice Exam #1
15
16
17
18
18 OCT – 22 OCT - Exam Revision
25 OCT – 29 OCT EXAMS START
1 NOV – 5 NOV EXAMS
8 NOV – 12 NOV EXAMS
- Practice Exam #2
Revolutions Exam – Thursday 11 th
November (3.00 - 5.15 pm)