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Introduction to History Units 3 & 4 - VCE-Revolutions

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					Introduction to History
            Units 3 & 4
               Revolutions
   In developing a course, teachers should
    select two of the following revolutions;
    one for Unit 3 and one for Unit 4:
    ◦   The   American Revolution
    ◦   The   French Revolution
    ◦   The   Russian Revolution
    ◦   The   Chinese Revolution




                The Study Design
   Unit 3
    ◦ Area of Study One
      Revolutionary ideas, leaders, movements and
       events.
       ◦ French Revolution 1781 to 4 August 1789
    ◦ Outcome One
      On completion of this unit the student should be
       able to evaluate the role of ideas, leaders,
       movements and events in the development of the
       revolution.




             The Study Design
   Unit 3
    ◦ Outcome One
       Key Knowledge
       ◦ the chronology of key events and factors which contributed to the
         revolution;
       ◦ the causes of tensions and conflicts generated in the old regime
         that many historians see as contributing to the revolution; for
         example, rising and unfulfilled class expectations; fluctuations in
         economic activity; failed attempts at economic, social or political
         reform; perceived social or economic inequality or lack of political
         voice; the impact of war or economic crisis that contributed to
         revolution such as the harvest crisis and state bankruptcy in the
         French economy.
       ◦ the ideas and ideologies utilised in revolutionary struggle; for
         example, ideas of liberty, equality, fraternity, nationalism and the
         rights of freeborn men.
       ◦ the role of revolutionary individuals and groups in bringing about
         change; for example, in France, Sièyes, Lafayette, Mirabeau.



               The Study Design
   Unit 3
    ◦ Outcome One
       Key Skills
        ◦ document the chronological events that contributed to the
            revolution;
        ◦   analyse information about the causes of tension and
            conflict in the old regime that contributed to revolution;
        ◦   analyse the ideas that were utilised in the revolutionary
            struggle;
        ◦   analyse a range of historical evidence to evaluate the role
            of revolutionary individuals and groups in bringing about
            change;
        ◦   synthesise evidence to develop a coherent argument about
            the role of revolutionary ideas, leaders, movements and
            events in the development of the revolution;
        ◦   consider a range of historians’ interpretations.



                 The Study Design
   Unit 3
    ◦ Area of Study Two
       Creating a New Society
        ◦ 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)
    ◦ Outcome Two
       On completion of this unit the student should be able
        to 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.




              The Study Design
   Unit 3
    ◦ Outcome Two
       Key Knowledge
       ◦ the contribution of individuals and groups to the creation of the
           new society; for example, in France, Danton, Marat and
           Robespierre.
       ◦   the cause of difficulties or crises faced by the revolutionary groups
           or governments as a new state was consolidated; for example, the
           revolutionary war in France.
       ◦   the response of the key revolutionary individuals, groups,
           governments or parties to the difficulties that they encountered as
           the new state was consolidated; for example, Jacobin Terror in
           France.
       ◦   the compromise of revolutionary ideals; for example, the
           radicalisation of policies; for example, during the authoritarian rule
           of the Committee of Public Safety in France.
       ◦   the changes and continuities that the revolution brought about in
           the structure of government, the organisation of society, and its
           values, and the distribution of wealth and conditions of everyday
           life.




                 The Study Design
   Unit 3
    ◦ Outcome Two
      Key Skills
       ◦ gather evidence of the difficulties faced by revolutionary
         individuals, groups, governments or parties in the
         creation of a new society;
       ◦ analyse evidence of the response of the key
         revolutionary individuals, groups, governments or
         parties to the difficulties that they encountered as the
         new state was consolidated;
       ◦ evaluate the degree to which the revolution brought
         about change from the old regime;
       ◦ consider a range of historians’ interpretations.




              The Study Design
   Unit 4
    ◦ The area of studies and outcomes for unit 4 are
      the same as unit 3.
    ◦ It will be adjusted according to the Russian
      Revolution.
      Outcome 1: 1905 – Oct. 1917
      Outcome 2: Nov. 1917 - 1924




                Study Design
   Contribution to final assessment
    ◦ SACs for Unit 3 = 25% of the study score.
      One SAC per outcome= 2 SACs
       ◦ Outcome 1: Research Report
       ◦ Outcome 2: Source analysis & Short essay
    ◦ SACs for Unit 4 = 25% of the study score.
      Once SAC per outcome= 2 SACs
       ◦ Outcome 1: Source analysis
       ◦ Outcome 2: Essay
    ◦ The level of achievement for Units 3 and 4 is
      also assessed by an end-of-year examination =
      50% of the study score.


                  Assessment
• This is the VCE
grading scale and all
SACs and exams are          Grade         Score /50
graded according to                        44 - 50
                         High/Excellent
this scale.
                         Medium/High       37 - 43
• If you receive a UG,      Medium         29 - 36
then you have failed          Low          20 - 28
to demonstrate an          Ungraded         0 - 19
understanding of the
outcome.

          How to Pass a SAC
   SAC dates are set in advance & you will be
    told of them well before. (Mark them in your
    planner)
 If you are absent on a SAC day, you must
  provide a medical certificate.
 No certificate = only a mark of S or N for
  that outcome, once you
  have completed the SAC.




        Missing SAC’s
   In order to pass an outcome in
    Revolutions you must do the following:
    ◦ Demonstrate an understanding of the outcome,
      either by receiving a Low or above or passing a
      re-sit task (eg. test)
    ◦ Complete all the required coursework and have
      it ticked off
    ◦ Meet the required attendance level




      How to Pass an Outcome
   Studies at a VCE level require a 80%
    attendance rate.
   That means that unless you are
    sick you should be at school.




               Attendance
   Textbooks x2 (on booklist)
    ◦ Analysing the French Revolution
    ◦ Analysing the Russian Revolution
   Study Guide (printing money on booklist)
    ◦ Handed out next year




What you Must Have!
   A USB                     A folder or an
                               exercise book with
                               storage facilities




   Plastic Pockets – To
    store your
    handouts, so you
    don’t lose them



What helps
   Internet Access at      An email address
    home                     that you check
                             regularly




What helps
 Historyis always written by the
 winners. When two cultures clash,
 the loser is obliterated, and the
 winners write the history books –
 Books which glorify their own cause
 and disparage the conquered foe. As
 Napoleon once said, “What is
 history, but a fable agreed upon?”.
 By its very nature, history is always
 a one sided account.
  Page 343 – The Da Vinci Code Dan Brown

				
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