Majority of materials here are copied or edited directly from Mr. Shire's site https://sites.google.com/a/vsa.edu.hk/resources/home/yr9
Lesson 1: What is a revolution?
Materials for this lesson take directly or adapted from: http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/?_r=0
1. Group work: Defining revolutions
"How you would define the word revolution? How would you distinguish a revolution from a civil war, an uprising, a coup d’etat, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? Are some of these terms synonymous? If so, which ones? Can the word revolution be used to mean different things? What examples from history illustrate your ideas?"
2. Slide Show
"How you would define the word revolution? How would you distinguish a revolution from a civil war, an uprising, a coup d’etat, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? Are some of these terms synonymous? If so, which ones? Can the word revolution be used to mean different things? What examples from history illustrate your ideas?"
- Each group should write their definitions, historical events and other ideas they generated on their sheet of poster paper and post the sheet on the board or wall nearby.
- Next, have each group present their poster.
- What do you notice?
- On what ideas does the class have a general consensus?
- On what ideas do have some difference of opinion?
- Come up with a class definition on the board.
- Compare the class definition with dictionary definitions and textbook definitions to see how it compares.
- Does our definition go into greater detail? Less detail?
- Do you want to add anything from the dictionary definition to ours?
2. Slide Show
Click on the button or the picture for the slideshow.
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Questions
- What are the commonalities and differences between and among these uprisings?
- Without the captions, what story do these photographs tell? If you had not read the captions, what would you think that this slide show was about? Why?
- Do all of the events included in this slide show fit our definition of revolution? If not, which ones do not fit our definition and why?
- What questions do you come away from this slide show with? Which of these events would you like to know more about?
3. Pair work task
- In pairs, research different historical revolutions from across the globe. Use the Revolt! handout (PDF) to guide your research.
Revolt.pdf | |
File Size: | 36 kb |
File Type: |
The American Revolution (1775-1783)
Secondary Sources: PBS: Liberty! The American Revolution andHistory.com: American Revolution
Primary Sources: Internet Modern History Sourcebook: American Independence
The Haitian Revolution (1794-1804)
Secondary Sources: PBS: The Haitian Revolution and Britannica Academic Edition: The Haitian Revolution
Primary Sources: Digital History: The Haitian Revolution
The French Revolution (1789-1799)
Secondary Sources: History.com: French Revolution and Britannica Academic Edition: French Revolution
Primary Sources: Internet Modern History Sourcebook: French Revolution
The Russian Revolution (1917)
Secondary Sources: Britannica Academic Edition: Russian Revolution of 1917, About.com: Russian Revolution and History Guide: Lecture on the Russian Revolution
Primary Sources: Internet Modern History Sourcebook: Russian Revolution
The Cuban Revolution (1956-1959)
Secondary Sources: PBS: Fidel Castro and History.com: Batista Forced Out Castro-Led Revolution
Primary Sources: Casa Historia: Cuba and the Castro Revolution
The Iranian Revolution (1978-1979)
Secondary Sources: BBC In Pictures: The Iranian Revolution andBritannica Academic Edition: Iranian Revolution of 1978-79
Primary Sources: Internet Modern History Sourcebook: Iranian Revolution
The Nicaraguan Revolution (1979)
Secondary Sources: Country Studies: The Sandinista Revolutionand University of Pittsburgh: The Sandinista Revolution (PDF)
Primary Sources: National Security Archive Electronic Briefing Book: The Contras, Cocaine, and Covert Operations and Finding Dulcinea: On This Day: Reagan Endorses Support of Nicaraguan Contras
Secondary Sources: PBS: Liberty! The American Revolution andHistory.com: American Revolution
Primary Sources: Internet Modern History Sourcebook: American Independence
The Haitian Revolution (1794-1804)
Secondary Sources: PBS: The Haitian Revolution and Britannica Academic Edition: The Haitian Revolution
Primary Sources: Digital History: The Haitian Revolution
The French Revolution (1789-1799)
Secondary Sources: History.com: French Revolution and Britannica Academic Edition: French Revolution
Primary Sources: Internet Modern History Sourcebook: French Revolution
The Russian Revolution (1917)
Secondary Sources: Britannica Academic Edition: Russian Revolution of 1917, About.com: Russian Revolution and History Guide: Lecture on the Russian Revolution
Primary Sources: Internet Modern History Sourcebook: Russian Revolution
The Cuban Revolution (1956-1959)
Secondary Sources: PBS: Fidel Castro and History.com: Batista Forced Out Castro-Led Revolution
Primary Sources: Casa Historia: Cuba and the Castro Revolution
The Iranian Revolution (1978-1979)
Secondary Sources: BBC In Pictures: The Iranian Revolution andBritannica Academic Edition: Iranian Revolution of 1978-79
Primary Sources: Internet Modern History Sourcebook: Iranian Revolution
The Nicaraguan Revolution (1979)
Secondary Sources: Country Studies: The Sandinista Revolutionand University of Pittsburgh: The Sandinista Revolution (PDF)
Primary Sources: National Security Archive Electronic Briefing Book: The Contras, Cocaine, and Covert Operations and Finding Dulcinea: On This Day: Reagan Endorses Support of Nicaraguan Contras
Following lessons have been adapted from Mr. Shire's class website.
Lesson 2: Who was Nikolai Alexandrovic Romanov?
source: http://www.balkaninsight.com/en/file/show/Images/Romanov.jpg
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What can we tell about this man from this portrait?
1. Describe this portrait. What can you see? Think about -His clothing -His posture -His expression on his face 2. What do you suspect this man thinks about himself, given the information in this portrait? Why? 3. Describe what you think this man is like in 5 words OR a sentence. Task 2 Who was Nicholas II? As we read through the handout; Standard Task; Underline anything that might be useful to a biographer of Nicholas II. Challenge Task; As the Standard task, but annotate any reasons why you have underlined something that you |
Task 3
1. Copy down the keywords into your books.
2. Nicholas is lonely! (Forget that he has a wife…)
Write a dating profile for Nicholas.
The profile should be honest, so also include anything you might think is negative. You should include;
-Who Nicholas is
-What he is like as a person
-Any other details we have spoken about
1. Copy down the keywords into your books.
2. Nicholas is lonely! (Forget that he has a wife…)
Write a dating profile for Nicholas.
The profile should be honest, so also include anything you might think is negative. You should include;
-Who Nicholas is
-What he is like as a person
-Any other details we have spoken about
Lesson 3: What was Россия like?
Click for Lesson PowerPoint
In History it is useful to be able to classify types of reason why things happen. We call these themes. Keywords: Political - To do with government and power Social - To do with society and the way people live Economic - To do with money Task 1 Look at the sources you have been given (click here for an electronic version).Use them to extract information to write in your tables. Be as detailed as you can! Political | Social | Economic Task 2 Create a Time Travel Holiday guide to 19th Century Russia based on the information you have found out so far. This should be well presented with colour and illustrations/ images. Please ensure that you use the keywords about historical themes from the lesson! |
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Task 3
Mapping out the Empire. Fill in the map.
Physical Features
a. Caucasus Mountains b. Kamchatka Peninsula c. Sakhalin d. Siberia e. Ural Mountains f. Arctic Ocean g. Baltic Sea h. Barents Sea i. Bering Sea j. Bering Strait
k. Black Sea l. Caspian Sea m. Lake Baikal n. Lena River o. Ob River p. Sea of Japan q. Sea of Okhotsk r. Volga River s. Yenisey River
Cities
Cities a. Moscow b. Novosibirsk c. St. Petersburg (formerly Leningrad) d. Volgograd (formerly Stalingrad) e. Yakutsk
Neighbouring countries/Empires
China, Japan, Ottoman, Afghanistan, Persia, Sweden, Norway, Germany, Austria-Hungary
Extended Task
Shade in with different colors, the different nation states that are now outside imperial Russia but were previously part of it.
Mapping out the Empire. Fill in the map.
Physical Features
a. Caucasus Mountains b. Kamchatka Peninsula c. Sakhalin d. Siberia e. Ural Mountains f. Arctic Ocean g. Baltic Sea h. Barents Sea i. Bering Sea j. Bering Strait
k. Black Sea l. Caspian Sea m. Lake Baikal n. Lena River o. Ob River p. Sea of Japan q. Sea of Okhotsk r. Volga River s. Yenisey River
Cities
Cities a. Moscow b. Novosibirsk c. St. Petersburg (formerly Leningrad) d. Volgograd (formerly Stalingrad) e. Yakutsk
Neighbouring countries/Empires
China, Japan, Ottoman, Afghanistan, Persia, Sweden, Norway, Germany, Austria-Hungary
Extended Task
Shade in with different colors, the different nation states that are now outside imperial Russia but were previously part of it.
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Lesson 4: What was the tipping point of the Russian Revolution
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We learned last lesson the issues that Russia found itself facing as it entered the 20th Century. It was a country with deep seated problems that needed careful thought and reform. These efforts seemed doomed, however, once war broke out in Europe. Russia was duty bound to enter the First World War against Germany, and did so with the largest army in the world. However, it would ultimately prove utterly devastating to the nation. So where did it all go so wrong? |
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Task 1
Challenge task-
Try to also give some explanation as to how your topic could trigger revolution.
Task 2
Learning content is useful...applying it is even better.
SO…
You have two tasks- both call for you to show the short term causes of the Russian Revolution. You must pick ONE task from column A and ONE from column B.
- Divide your page into four sections, as shown on the PowerPoint.
- You will have about 7mins to become an “expert” on your chosen
- topic of the four seen on the right side.
- You will then “teach” the others in your group.
- Take notes in a quarter of your page
- You can highlight/ annotate the information sheet if you wish
Challenge task-
Try to also give some explanation as to how your topic could trigger revolution.
Task 2
Learning content is useful...applying it is even better.
SO…
You have two tasks- both call for you to show the short term causes of the Russian Revolution. You must pick ONE task from column A and ONE from column B.
Lesson 4: Extension activities
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Lesson 5: The most important causes of the Russian Revolution
We have looked at lots of different reasons why Revolution occurred History - now let's tie that all together. Which might be the most important reason?
Task 1:
Standard - Spider diagram as many reasons why the Russian Revolution occurred.
Challenge - Spider diagram as many reasons why the Russian Revolution occurred and give each reason a theme!
Standard - Spider diagram as many reasons why the Russian Revolution occurred.
Challenge - Spider diagram as many reasons why the Russian Revolution occurred and give each reason a theme!
Task 2:
“Russia’s economy guaranteed revolution” How far do you agree with this statement?
We are going to practice our writing of I&S essays. To make things easier, you should ALWAYS plan what you are going to write before you write it.
To ensure that you are showing explanatory and evaluative skills you can divide up your paragraphs to make each section as clear as possible in your plans.
REMEMBER!
This is NOT an "official" assessment, this is writing practice. It is NOT a test.
We will mark these together.
I am NOT interested in you having an encyclopaedic knowledge of Russia in the 1800s, I want to see you answering the question with your opinion!
“Russia’s economy guaranteed revolution” How far do you agree with this statement?
We are going to practice our writing of I&S essays. To make things easier, you should ALWAYS plan what you are going to write before you write it.
To ensure that you are showing explanatory and evaluative skills you can divide up your paragraphs to make each section as clear as possible in your plans.
REMEMBER!
This is NOT an "official" assessment, this is writing practice. It is NOT a test.
We will mark these together.
I am NOT interested in you having an encyclopaedic knowledge of Russia in the 1800s, I want to see you answering the question with your opinion!
Your essay should;
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Your essay should not;
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