Modern History
Irene McCormack Catholic College
Unit 3BHIM
Learning context
Ideas That Shaped the Russian Revolution
This unit package contains
 a teaching program
 an assessment outline
 assessment tasks
Modern History
1
2
Modern History
3BHIM: Ideas That Shaped the Russian Revolution
Week
1–2
3
Key activities/strategies
Course requirements
Introduction: geography, social structure, political structure
Ideas: autocracy, liberalism, populism, socialism and Marxism
Groups: nobility, intelligentsia, Social Democrats— Bolsheviks
and Mensheviks (1903 Conference), Socialist Revolutionaries
Individuals: Tsar Nicholas, Lenin
1900—1914: The liberal experiment
1905 ‘Revolution’, workers petition, Father Gapon
1906—1914: Dumas, Stolypin, the rise of the intelligentsia
Lenin in exile
4–5
1914—1917: World War I and its impact
Political discontent: Tsar as commander-in-chief, Tsarina and
Rasputin, Progressive Bloc
Economic discontent: winter of discontent
5–7
Revolutionary Ideals: the revolution from below versus the
revolution from above
February Revolution: Provisional Government and the Soviets
Provisional Government, composition and Kerensky
Soviets, Order #1
Bolsheviks—April Thesis, July Days, Milrevcom
October Revolution: Boshevik Revolution
Historical debate—was the Bolshevik seizure of power a coup
d’etat or revolution? (Service, Read, Deutscher, Carr)
7–9
10
Putting ideas into practise: support and opposition
Abolition of the Constituent Assembly, Decrees, State Socialism,
Brest-Litovsk Treaty
The elimination of class enemies
Civil War: the role of Trotsky and the Red Army,
War Communism: the role of Lenin and the Cheka
Kronstadt Rebellion
NEP—economic liberalisation and political repression
Evaluation of Lenin/Leninism (Pipes, Figes etc.)
Content


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
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
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
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
Evolution and the spread of events and
ideologies within and beyond a society
Key influences on the emergence of
prominent people, events and ideas
within a society
Relationship between historical forces
of past events, individual motivations
and actions
How values, beliefs and traditions have
been manipulated or used to reinforce
dominant elements in society
Similar and different perspectives are
shaped by beliefs, ideas, philosophies
and ethics across time and place
Role of ideas and ideologies as forces
for continuity and change in society
Evolution and the spread of events and
ideologies within and beyond a society
Changing perspectives about past
events can challenge accepted
explanations and representations
How history is constructed and
recorded changes over time
Changing political, economic and social
circumstances of individuals and groups
in a society over a time period
Extent of impact and influence of
people, events and ideas within and
beyond the society
How history is constructed and
recorded changes over time
Debates about the past reflect the
nature, context, aims and purposes of
historians and others
Modern History
Assessment
Task 1:
Document study Ideas that shaped
the Russian Revolution
Task 2:
Document study Events that shaped
the Russian Revolution
Task 3:
Explanation
Key people, ideas and events over the
period. Evaluation of Lenin and
Leninism
3
Week
11–12
13
14
15
Key activities/strategies
Content
The Rise of Stalin
Stalin before 1924
The death of Lenin
NEP versus Industrialisation/Collectivisation
Socialism in One Country versus Permanent Revolution

Extent to which ideas, events and other
influences were cohesive or divisive
Stalin and the Great Turn
Collectivisation and Famine
5 Year Plans and Industrialisation, Stakhanovites

Relationship between structures of
power and authority and its legitimacy
Changing political, economic and social
circumstances of individuals and groups
in a society over a time period
Extent to which ideas, events and other
influences were cohesive or divisive
Extent of impact and influence of
people, events and ideas within and
beyond the society
How values, beliefs and traditions have
been manipulated or used to reinforce
dominant elements in society
Changing and evolving perspectives of
individuals over time influence the
construction of conflicting or alternative
explanations and representations of
past people, events and ideas
The Nature and style of Stalin’s leadership
Class warfare—dekulakisation
1934—chistka, 17th Party Congress, Stalin and Kirov
1936 Constitution, Show Trials
The Yezhovshchina
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Evaluation of Stalin
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4
Modern History
Assessment
Task 4A and 4B:
Historical inquiry consequences of
continuity and change over the period–
an evaluation of Stalin
Sample assessment outline for Unit 3BHIM
Ideas that shaped history—The Russian Revolution
Type
weighting
20%
Task
weighting
Outcome 1
Historical
investigation
and
participation
Outcome 2
Understanding
the past
Outcome 3
Continuity and
change
Outcome 4
Interpretations
and
perspectives
20%




15%



Task 4B
In-class verification essay—
Stalinism and its impact
10%



Task 1
Document study
In-class Document study: Ideas
that shaped the Russian Revolution
10%



15%



30%


Task
Task 4A
Historical inquiry
Stalinism and its impact
Task 3
Explanation
In-class unseen essay without
notes
25%
25%
30%
Task 2
In-class Document study—Events
that shaped the Russian Revolution
Task 5
Exam
A written exam of 3 hours. The
exam will consist of:
 two document studies
 two essays.
Modern History
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
5
3BHIM—Ideas that shaped history
Type:
Document study
Outcomes:
Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 4: Interpretations and perspectives
Unit content:
Historical thinking and methodology; Working with historical narrative
Historical explanation and representation
TASK 1:
In-class document study. Read the documents then respond to the questions provided. The questions
are the same as those in the WACE exam.
Time for the task
5 minutes reading time and 45 minutes writing time.
What you need to do
Analyse the documents and answer the questions.
This task is worth 10% of your unit mark.
What needs to be submitted for assessment?
□
Responses to the questions
See next pages for sources and questions.
6
Modern History
Due dates:
TASK 1: Document study 1—Ideas that shaped the Russian revolution
Source 1
We, the Socialist-Revolutionaries, ceaselessly call on the people to struggle for the people's cause. We
do so by word and by example. We invite into our ranks everybody who no longer wishes to wait, but
who wants to win land and freedom for the people.
Down with the autocracy! We demand that elected representatives of the whole country should
consider and decide upon the reconstruction of all our institutions in the interests of the working people.
We demand the convocation of a Constituent Assembly!
Down with arbitrariness and violence! We demand full freedom of conscience, speech, the press,
assembly, trade unions and strikes! We demand the repeal of all laws which restrict the rights of those
nationalities forcibly imprisoned in the Russian Tsardom.
Down with the unaccountable bureaucracy! We demand that all in responsible positions be elected,
removable and answerable before the courts!
Down with the landowners! We demand an end to the trade in our mother earth, and demand that all
land pass into the control and use of the whole working agricultural population!
Down with the capitalists! We demand that everything created by the labour of the working people
should pass to them, should be for the common benefit, and should not go into the pockets of a bunch of
useless layabouts!
Down with the war! We demand peace and fraternity between the peoples, we demand that every
people have the right freely to decide its own fate, we demand general disarmament and the
replacement of standing armies by a people's militia. We demand an immediate end to this terrible,
destructive and bloody war with Japan, of no use to the working people!
Comrades! The struggle continues! In struggle we will find our rights!
The Central Committee of the Party of Socialist-Revolutionaries! July 1904
[From: King, F. (Trans.). (2002). History of the Soviet Union: The Socialist-Revolutionaries' assassination of Interior Minister von
Plehve, July 1904. Retrieved September, 2009, from University of East Anglia website:
www.uea.ac.uk/his/webcours/russia/documents/plehve1.shtml]
Source 2A
The traditional view of the Social Democrats concerning the peasantry, following that of Marx and
Engels, held that … it was a reactionary class. However, observing the behavior of Russian peasants
during the agrarian disturbances of 1902 and even more in 1905 and noting the contribution which their
assaults on the landlord property had made to the capitulation of tsarism, Lenin concluded that the
muzhik were a natural, if transitory, ally of the industrial worker… The Bolshevik program came out in
favor of nationalizing all the land, private as well as communal, and transferring the cultivation to the
peasants.
[From: Pipes, R. (1990). The Russian Revolution. New York: Random House, p. 367]
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7
Source 2B
The educated and economically advanced elements of Russia’s population which clamoured for political
rights was a visible but small minority. The main concern of the Imperial administration was the fifty
million Great Russian peasants concentrated in the central provinces, for it was on their tranquility and
loyalty that the internal security of the Empire ultimately depended. The peasant had grievances but they
were not political: he could no more imagine a different system of government than a different climate.
The existing regime suited him well because he could understand it from his personal experience in the
peasant household, which was organized on the same model …
[From: Pipes, R. (1990). The Russian Revolution. New York: Random House, pp. 55–56]
Questions
A) Compare and contrast the messages conveyed by Source 1 and Source 2.
(6 marks)
B) Explain the historical context of Source 1 and Source 2—that is the relevant events, people and
ideas depicted or represented in the sources.
(6 marks)
C) Account for the different perspectives presented in Source 1 and Source 2. Your answer may
include discussion of purpose, motive, place and time.
(6 marks)
D) Using your knowledge of the period up to 1917, evaluate the importance of the ideas, issues and/or
events represented in the two sources.
(7 marks)
8
Modern History
Suggested generic marking guide for the Document study
A) Compare and contrast the messages conveyed by Source 1 and Source 2. (6 marks)



points of comparison of the message/s in Source 1 and Source 2
points of contrast of the message/s in Source 1 and Source 2
reference to relevant supporting evidence from the sources
B) Explain the historical context of Source 1 and Source 2—that is the relevant events, people and
ideas depicted or represented in the sources.
(6 marks)





relevant events depicted/represented and/or
relevant people depicted/represented and/or
relevant actions depicted/represented
reference to the relationship of the events/people/actions within the broader historical
context
reference to relevant supporting evidence from the sources and to the time period
C) Examine the issues involved in interpreting the historical evidence of Source 1 and Source 2. Your
answer may include discussion of purpose; motive; place; and time.
(6 marks)




identify the issues of interpretation in Source 1—this may include a discussion of:
purpose; motive; place; time and/or validity
identify the issues of interpretation in Source 2—this may include a discussion of:
purpose; motive; place; time and/or validity
reference to relevant supporting evidence from the sources
for top marks, students need to bring the answer together showing an understanding of
the different issues involved
D) Using your knowledge of the whole period, evaluate the importance of the ideas, issues and/or
events represented in the two sources.
(7 marks)




identification of the ideas/issues/events
placement of the ideas/issues/events with the ideas/issues/events of the broader
historical context of the time. Students should be able to demonstrate a depth and
breadth of knowledge of the relevant time period
evaluation of the importance of ideas/issues/events in relation to those of the broader
historical context. To obtain top marks for this evaluation, students would have to
compare/contrast what is in the sources with the other ideas/issues/events of the time
students may refer to the historical debate on the ideas/issues/events raised in the
sources
Modern History
9
3BHIM—Ideas that shaped history
Type:
Document study
Outcomes:
Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 4: Interpretations and perspectives
Unit content:
Historical thinking and methodology; Working with historical narrative
Historical explanation and representation
TASK 2:
In-class document study. Read the documents then respond to the questions provided. The questions
are the same as those in the WACE exam.
Time for the task
5 minutes reading time and 45 minutes writing time.
What you need to do
Analyse the documents and answer the questions.
This task is worth 15% of your unit mark.
What needs to be submitted for assessment?
□
Responses to the questions
See next pages for sources and questions.
10
Modern History
Due dates:
TASK 2: Document study 2—Events that shaped the Russian Revolution
Source 1
This poster celebrates the first anniversary of the revolution and was produced by the
Central Executive Committee
For copyright reasons this poster cannot be reproduced in
the online version of this document, but may be viewed at
http://zmier.iatp.by/plakat/1918/Apsit-b.jpg
[Alexander Apsit, 1918. David King Collection www.davidkingcollection.com/
In Allan, P.D. (1983). Russia and eastern Europe. London: Edward Arnold, p. 25)]
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11
Source 2
One of the basic misconceptions of the Russian Revolution is that the Bolsheviks were swept to power in
a tide of mass support for the party itself. The October insurrection was a coup d’etat, actively supported
by a small minority of the population (and indeed opposed by several of the Bolshevik leaders
themselves). But it took place amidst a social revolution, which was centred on the popular realization of
Soviet power … as the direct self-rule of the people … The political vacuum brought about by this social
revolution enabled the Bolsheviks to seize power in the cities … The slogan ‘All Power to the Soviets!’
was a useful tool, a banner of popular legitimisation covering the nakedness of Lenin’s ambition … Later,
as the nature of the Bolshevik dictatorship became apparent, the party faced the growing opposition of
precisely those groups in society who had rallied behind the soviet slogan.
[Adapted from: Figes, O. (1997). A People’s Tragedy: The Russian Revolution 1891–1924. London: Pimlico. © Eva Figes
Reproduced by permission of the author c/o Rodgers, Coleridge & White Ltd.]
Questions
A) Compare and contrast the messages conveyed by Source 1 and Source 2.
(6 marks)
B) Explain the historical context of Source 1 and Source 2—that is the relevant events, people and
ideas depicted or represented in the sources.
(6 marks)
C) Account for the different perspectives presented in Source 1 and Source 2. Your answer may
include discussion of purpose, motive, place and time.
(6 marks)
D) Using your knowledge of the period up to 1917, evaluate the importance of the ideas, issues and/or
events represented in the two sources.
(7 marks)
12
Modern History
Suggested generic marking guide for the Document study
A) Compare and contrast the messages conveyed by Source 1 and Source 2. (6 marks)



points of comparison of the message/s in Source 1 and Source 2
points of contrast of the message/s in Source 1 and Source 2
reference to relevant supporting evidence from the sources
B) Explain the historical context of Source 1 and Source 2—that is the relevant events, people and
ideas depicted or represented in the sources.
(6 marks)





relevant events depicted/represented and/or
relevant people depicted/represented and/or
relevant actions depicted/represented
reference to the relationship of the events/people/actions within the broader historical
context
reference to relevant supporting evidence from the sources and to the time period
C) Examine the issues involved in interpreting the historical evidence of Source 1 and Source 2. Your
answer may include discussion of purpose; motive; place; and time.
(6 marks)




identify the issues of interpretation in Source 1—this may include a discussion of:
purpose; motive; place; time and/or validity
identify the issues of interpretation in Source 2—this may include a discussion of:
purpose; motive; place; time and/or validity
reference to relevant supporting evidence from the sources
for top marks, students need to bring the answer together showing an understanding of
the different issues involved
D) Using your knowledge of the whole period, evaluate the importance of the ideas, issues and/or
events represented in the two sources.
(7 marks)




identification of the ideas/issues/events
placement of the ideas/issues/events with the ideas/issues/events of the broader
historical context of the time. Students should be able to demonstrate a depth and
breadth of knowledge of the relevant time period
evaluation of the importance of ideas/issues/events in relation to those of the broader
historical context. To obtain top marks for this evaluation, students would have to
compare/contrast what is in the sources with the other ideas/issues/events of the time
students may refer to the historical debate on the ideas/issues/events raised in the
sources
Modern History
13
3BHIM—Ideas that shaped history
Type:
Explanation
Outcomes:
Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
Unit content:
Historical thinking and methodology; Working with historical narrative;
Historical explanation and representation
TASK 3: Explanation
Write an in-class essay in which you respond to an unseen question that addresses the following:
Assess the impact and influence of Lenin up to 1924. No notes are permitted.
Time for the task
50 minutes.
What you need to do
Write a formal essay in which you develop an hypothesis about the importance of Lenin and
support this hypothesis using the following points:
 identify the key ideas and actions of Lenin up to 1924
 discuss the impact of these ideas and actions
 assess the influence of Leninism
 discuss the different representations of the importance of Lenin.
This task is worth 15% of your unit mark.
What needs to be submitted for assessment?
□
Due dates:
The completed essay
Note to teachers:
It is expected that markers would assign marks holistically. Markers could use the criteria on the
following page to assist them in assigning a range of marks.
14
Modern History
GUIDE TO MARKING RESPONSES
Marks
Introduction
/3
Introductory paragraph comprising some context relevant to the area/topic of the essay, definition of
any terms in the question, a proposition/thesis statement and an outline of the narrative/thematic
structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided
3
Understanding of Historical Narrative
Demonstrates an understanding of the complexity of the inter-relationship between events, people and
ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships between
events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and ideas,
and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with minimal
reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative
Complexity of analysis/argument
2
1
0
/4
4
3
2
1
0
/6
Displays a high level of sophistication in the construction, development and depth of an argument or
analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of analytical skill
and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading to
continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and evaluation.
In responding to an essay instruction of debate or evaluate the proposition, historical evidence is used
to argue for and against a view/proposition. Uses and cites accurately some quotations, or sources, or
statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources, statistics
are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements that lack
supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
5–6
3–4
1–2
0
/8
7–8
5–6
4
3
2
1
0
Conclusion
/2
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’ or one
that just repeats the proposition stated in the introduction.
No conclusion given.
[2]
[1]
Communication skills
/2
A well-written and well constructed argument using appropriate language of history. Sound use of the
conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
2
TOTAL
0
1
0
/25
Modern History
15
3BHIM—Ideas that shaped history
Type:
Historical inquiry
Outcomes:
Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
Unit content:
Historical thinking and methodology; Working with historical narrative;
Historical explanation and representation
TASK 4A: Historical inquiry
Investigate the impact and influence of Stalin on Russia 1928–1941. Using a variety of source materials
develop a hypothesis using different historical perspectives as support. Present your hypothesis with
supporting evidence on a retrieval chart or mind-map.
TASK 4B: In-class verification essay–Stalinism and its impact
Write a verification essay in class.
TASK 4A
Time for the task
Three weeks of both class and your own time.
What you need to do
Historical thinking and methodology
 devise an Inquiry proposal and hypothesis
 select appropriate and relevant sources which show a variety of perspectives and interpretations
 select and annotate five sources, at least two of which must be primary sources
 devise a range of focus questions to enable you to address the hypothesis
 use an appropriate retrieval and/or note-making chart to record findings
 identify possible alternative interpretations from the evidence
 compile a correctly formatted bibliography.
Working with historical narrative
Show your understanding of the key people, ideas and events over the time period AND the
consequences for continuity and change:
 evolution and the spread of events and ideologies within and beyond a society
 relationship between structures of power and authority and its legitimacy
 changing political, economic and social circumstances of individuals and groups in a society over
a time period
 extent to which ideas, events and other influences were cohesive or divisive
 extent of impact and influence of people, events and ideas within and beyond the society
 how values, beliefs and traditions have been manipulated or used to reinforce dominant elements
in society.
Historical explanation and interpretation
 show that a range of perspectives exist and leads to historical debate.
 for each of the five key sources (see point 3) identify the message, tone, evidence of bias,
purpose and usefulness.
This task is worth 20% of your unit mark.
16
Modern History
What needs to be submitted for assessment?
□
Proposal, hypothesis and focus questions
□
Retrieval and/or note-making chart
□
Annotated sources including possible alternative interpretations
□
A correctly formatted bibliography
Modern History
Due dates:
17
TASK 4A—SUGGESTED MARKING GUIDE
Inquiry
Description of what will determine your mark
Marks
available
/10
Annotated sources
A range of sources (e.g. primary and secondary; government
documents; cartoons; literary; newspaper articles etc.) showing
different perspectives of the impact and influence of Stalin.
Focus questions and
hypothesis
A series of focus questions which illustrate the way you will
interrogate the hypothesis.
/5
Note-making
An agreed note-making format.
/3
Retrieval
chart/Mindmap
Ability to find and synthesise the main points in various resources
according to key themes.
/5
Bibliography
Submission of a correctly formatted bibliography.
/2
Total
Teacher comment
/25
18
Modern History
TASK 4B
Time for the task
45 minutes.
What you need to do
Write an essay, based on your research material, in which you consider the impact and influence of Stalin
on Russia 1928–1941. You need to:
 state your hypothesis
 identify and discuss the key features of Stalin’s regime
 discuss the impact of Stalinism
 consider possible alternative interpretations of Stalin’s impact and influence
 give a reasoned and supported conclusion which recognises the alternative interpretations of
Stalin’s influence on Russia during the period.
This task is worth 10% of your unit mark
What needs to be submitted for assessment?
□
Due dates:
The completed essay
Note to teachers:
It is expected that markers would assign marks holistically using the criteria on the following page to
assist them in assigning a range of marks.
Modern History
19
GUIDE TO MARKING RESPONSES
Marks
Introduction
/3
Introductory paragraph comprising some context relevant to the area/topic of the essay, definition of
any terms in the question, a proposition/thesis statement and an outline of the narrative/thematic
structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided
3
Understanding of Historical Narrative
Demonstrates an understanding of the complexity of the inter-relationship between events, people and
ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships between
events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and ideas,
and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with minimal
reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative
Complexity of analysis/argument
2
1
0
/4
4
3
2
1
0
/6
Displays a high level of sophistication in the construction, development and depth of an argument or
analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of analytical skill
and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading to
continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and evaluation.
In responding to an essay instruction of debate or evaluate the proposition, historical evidence is used
to argue for and against a view/proposition. Uses and cites accurately some quotations, or sources, or
statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources, statistics
are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements that lack
supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
5–6
3–4
1–2
0
/8
7–8
5–6
4
3
2
1
0
Conclusion
/2
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’ or one
that just repeats the proposition stated in the introduction.
No conclusion given.
[2]
[1]
Communication skills
/2
A well-written and well constructed argument using appropriate language of history. Sound use of the
conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
2
TOTAL
20
0
1
0
/25
Modern History
REFERENCES
Student text
Corin, C and Fiehn, T (2002) Communist Russia Under Lenin and Stalin, London, John Murray
Teacher references
Figes, O. (1996) A People's Tragedy: The Russian Revolution 1891 - 1924, Pimlico
Fitzpatrick, S. (1999) Everyday Stalinism, Oxford University Press
Kotkin, S (1995) Magnetic Mountain: Stalinism as a Civilisation, University of California Press
Pipes, R. (1990) The Russian Revolution, Random House
Pipes, R. (1994) Russia Under the Bolshevik Regime, 1919 - 24, Harvill Press
Reed, J. (1919) Ten Days that Shook the World Penguin
Tucker, R.C. (1977) Stalinism: Essays in Historical Interpretation, Norton
NOTE: The resources or references such as texts and websites in this document are provided as
examples of resources that teachers can use to support their teaching. Their inclusion does not imply
that they are mandatory, preferred or that they are the only resources relevant to the course.
Modern History
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