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									VCE History Units 3 and 4:
Revolutions



    Hands on SAC tasks
  for Unit 3: France in 2007
             Robyn Ryan
        Methodist Ladies College
 Hands on SAC tasks for Unit 3:
    France Session Outline
• Overview of SAC tasks for year
• Considerations for the selection of SACs across the
year and specifically for Unit 3: France
• Individual SAC task outline
• Considerations for specific SAC tasks in the French
context
• Sample SAC tasks for Unit 3: France
• Review, conclusions and recommendations
  Overview of SAC requirements
         for Units 3 and 4
• Four compulsory tasks to be completed over Units
  3 and 4. Schools and teachers to select the order
  and combination in each unit.
• One SAC task for each of the two areas of study for
  the two revolutions studied.
• All tasks weighted equally and in total comprise
  50% of final study score
• Detailed descriptions and guidelines for tasks and
  assessment are available in the VCE History Study
  Guide (2004) and the VCE Assessment Handbook
  (2005)
    The SAC tasks for Units 3 and 4
•   Analytical exercise – visual and/or written
•   Historiographical exercise
•   Research report
•   Essay
    The outcomes for each unit
• Evaluate the role of ideas, leaders, movements and
  events in the development of the revolution
• Analyse the challenges facing the emerging new
  order, the way in which attempts were made to create
  a new society, and evaluate the nature of the society
  created by the revolution
  Considerations for the selection
    and sequence of SAC tasks
         across the year
• The progressive development of students across the year in
  terms of confidence, skills and knowledge.
• The entry point for students – Y11, prior knowledge and skill
  level.
• The requirements of the exam. Should tasks mirror each of the
  exam sections?
• The availability of resources and topics/ subjects, particularly
  for the research task.
• The impact of other subject SAC tasks and the mid-year exams.
• The need to ensure equity and guard against plagiarism etc as
  we move into the third year of the revised study design.
• Need to provide a range of research topics that are equally rich
  and to avoid against repetition.
 Considerations when selecting
    tasks for Unit 3: France
• Confidence, knowledge base and experience of
  students in this first section of the year
• Students may be Y11 or not have done extensive
  recent History study
• Exam tasks and requirements
• Sequential development of skills
• Range of resources available
• Range of topics and subjects available
• Historiographical debates and issues available for
  ready and rich exploration and evaluation
          The analytical exercise -
           the nature of the task
•   To analyse written and/ or visual representations.
•   Format can be developed by individual schools and teachers.
•   No requirement as to number of sources but contrast and comparison
    useful.
•   Format could mirror exam as a set of questions, building from low
    level comprehension to analysis and reflection with marks allocated
    accordingly.
•   Alternatively, format could require an extended response to a more
    general question: “What revolutionary ideas are contained in this
    representation and how useful is it for understanding the development
    of the revolution?”
•   Need to synthesise sources to draw conclusions
•   Good for students to use a range to develop a response. Greater
    opportunity for evaluation.
•   Need to consider the range of historians‟ opinions
•   Assessment: No set requirements
•   Marking could incorporate the performance descriptors in the VCE
    Assessment Handbook in a rubric for global marking or they could be
    used in the formation of questions that are then allocated numerical
    marks, as per the exam.
         The analytical exercise -
                 sample
• Task advice and guidelines for SAC 1 2006

• SAC 1 2006 “The People under the Old Regime”
  Set up to reflect the style of questions in the 2005 exam. In 2006
  a lower level comprehension question was deleted and the last
  evaluation question increased in value. Should this change be
  reflected in 2007 SAC tasks?

• Sample SACs distributed prior to actual SAC task in class:
• “The Assembly of Notables”
• “The calling of the Estates-General”

• Feedback sheet
        The analytical exercise -
            considerations
• Can be a useful first SAC as students more confident with the
  more limited scope of such a task.
• Can also be a useful follow up from visual introduction to the
  year.
• A good bank of visual material is readily available, but can
  incorporate written sources.
• Should students be given sample tasks before hand? Sample
  SACs?
• Should task be set up to mirror similar style exam tasks?
  Number of questions? Length of responses? Time allocated?
• Marking of short answer style tasks – How do allocated marks
  sit with set criteria?
• How well does such a task equip students for the exam tasks if
  they tackle France as Revolution 1? Short answer and
  historiography tasks?
    The research task –the nature of
               the task
•   To develop a research report but what that is in not prescribed.
•   Format can be developed by individual schools and teachers.
•   Although a research task, at least some of the write up needs to be done in
    class.
•   Format could incorporate a number of short answer type responses on a range
    of events to mirror exam short answer section for Revolution 1.
•   Alternatively, format could require an extended response to a more general
    question: “ in what ways and to what extent did (specific event/ leader/ idea/
    movement) contribute to the development of the revolution/ impact on the
    nature of the nature of the new society/
•   Need to show knowledge of the ideas, movements, leaders and events that
    contributed to the development of the revolution/ the challenges facing the
    new society.
•   Need to incorporate analysis and synthesis of sources, consider a range of
    historians‟ opinions
•   Assessment: No set requirements
•   Marking could incorporate the performance descriptors in the VCE Assessment
    Handbook in a rubric for global marking or they could be used in the formation
    of a number of questions that are then allocated numerical marks, as per the
    exam.
The research report – sample
• Preparatory research task – The French Revolution Hall of
  Fame
• SAC 2 2006 - Research task on pivotal events
• SAC 2 Unseen question - for SAC class write up
• Feedback sheet Criteria turned into rubric
          The research report –
             considerations
• A task where students can have some choice and
  freedom.
• Need to ensure that there is enough research
  material available for the number of students.
• Need to ensure topics are rich and allow for all to
  evaluate the issues and debates associated with
  them.
• Need to ensure parity of topics.
• Problems with plagiarism, potentially recycled
  topics?
• How to balance need for research time with time
  constraints and the need for an outcome that is
  assessed in class.
    The historiographical exercise –
         the nature of the task
•   To analyse written and/ or visual commentaries or interpretations.
•   Format can be developed by individual schools and teachers.
•   No requirement as to number of commentaries or interpretations used
    but value in contrast and comparison.
•   Format could mirror exam as a set of questions, building from low
    level comprehension to analysis and reflection with marks allocated
    accordingly.
•   Alternatively, format could require an extended response to a more
    general question: “What viewpoint(s) is evident in this source and
    how useful is it for understanding the development of the revolution/
    the nature of the new society?”
•   Need to synthesise interpretations or commentaries to draw
    conclusions
•   Good for students to use a range to develop a response. Greater
    opportunity for evaluation.
•   Need to consider the range of historians‟ opinions
•   Assessment: No set requirements
•   Marking could incorporate the performance descriptors in the VCE
    Assessment Handbook in a rubric for global marking or they could be
    used in the formation of questions that are then allocated numerical
    marks, as per the exam.
 The historiographical exercise –
             sample
     A. Soboul (1964) The Parisian Sans Culottes and the French Revolution 1793-4

     Without the Parisian sans-culotterie, the bourgeoisie could not have triumphed in so
     radical a fashion. From 1789 to the Year II, the sans-culottes were used as an effective
     weapon of revolutionary combat and national defence. In 1793, the popular movement
     made possible the installation of the Revolutionary Government and consequently, the
     defeat of the counter-revolution in France, and the allied coalition in Europe. The
     success of the popular movement during the summer of 1793 led to the organisation of
     the Terror which struck such an irreparable blow to the old social order. In Year II, the
     shopkeeper and craftsman element of the sans-culotterie became the most effective
     weapon in the struggle for the destruction of outmoded methods of production and the
     social relationships founded upon them.

1.   Identify two ways the sans culottes were used in the revolution, according to the author.
2.   Identify and explain two outcomes of the revolution that the sans culottes contributed to,
     according to the author.
3.   What is Soboul‟s overall position on the role and contribution of the Sans Culottes in
     the French Revolution?
4.   Explain the role of the sans culottes in the Terror period of the Revolution.
5.   Explain the extent to which this provides a reliable view of the role and significance of
     the sans culottes for the revolution.
The historiographical exercise – further sample
     (a) On the 12 October, 1793, the convention decreed the destruction of the rebel city of Lyons and the
         setting up of a memorial with the inscription: „Lyons made war on Liberty, Lyons no longer exists.‟
        Ronsin, a représentant en mission, describes the role of the Revolutionary army of Paris:
        The Revolutionary army entered that guilty city. Terror was painted on every brow and the complete
         silence that I have taken care to impose on our brave soldiers made their march even more menacing,
         more terrible…
        The guillotine and the firing squad did justice to more than 400 rebels, but a new revolutionary
         commission has just been established consisting of five sans-culottes and in a few days the
         grapeshot fired by our cannoneers will deliver us in a single moment of more than 4,000
         conspirators…The Republic has need of a great example – the Rhone reddened with blood must carry
         to its banks and to the sea the corpses of these cowards…
        (b) Lapanche, another représentant en mission:
        I have spoken of religion and all its mumbo-jumbo; I have spoken out against bad priests, I have
         crushed fanaticism and superstition, and, at my words, all the chapels, all the crosses, all the holy
         mangers and wooden and stone saints at the street corners have fallen; everything has been
         destroyed…
        I have replaced district administration; it was bad.
        I have replaced the judicial tribunal; it was made up of dusty old wigs. In the place of the old regime I
         have installed men of enlightenment and some sans-culottes…
        I will root out fanaticism, I shall crush the aristocracy, I will bring about the triumph of the
         Montagnards, I shall tax the rich, and in the end I will enable the people to enjoy the advantages of
         liberty and equality.

1.      Identify two goals or aims of the revolutionary army and the représentants en mission according to
        these extracts.
2.      Identify and discuss two key ideals and values of these revolutionaries according to these extracts.
3.      Identify and discuss two actions they were involved in according to these extracts.
4.      Using your own knowledge explain the reasons for such revolutionary action.
5.      How useful are these extracts in understanding the nature of new society in this period of the
        revolution?
    The historiographical exercise –
            considerations
•   Need to consider what constitutes a commentary or interpretation. Could include material
    that would also be suitable for an analytical exercise if source was written.
•   Could include historians opinions as well as a range of primary viewpoints on the
    development of the revolution or the nature of the new society and the challenges it faced.
•   Exam sources have been broad ranging.
•   Need to consider the number of commentaries or interpretations to be included.
•   Exam historiography question most likely a written source (given that analytical section is
    likely to be visual) – Should this SAC task only involve the analysis and evaluation of a
    written source, or could visual sources also be included?
•   Should task involve evaluation of more than one source?
     The essay – the nature of the
                 task
•   To develop an argumentative extended response
•   Format can be developed by individual schools and teachers.
•   No set length.
•   Format could mirror exam essay questions, and thus would be a task linked to
    Area of Study 2, and a shorter length response.
•   If so, need to have knowledge of the ideas, movements, leaders and events of
    the later phase of the revolution.
•   Need to have analysed the challenges faced by the new society.
•   Need to have evaluated the degree to which the revolution brought changes
    and continuities.
•   Need to synthesise interpretations or commentaries to draw conclusions
•   Good for students to use a range to develop a response. Greater opportunity
    for evaluation.
•   Need to consider the range of historians‟ opinions.
•   Task could be formulated as an extended response to a specific unseen
    question after general class preparation.
•   Students could be allowed to bring in a „fact sheet‟ of useful quotes and
    statistics.
•   Assessment: No set requirements
•   Marking could incorporate the performance descriptors in the VCE Assessment
    Handbook in a rubric for global marking, as per research report sample.
     The essay – sample questions
1.   Discuss the extent to which the nature of political authority had been
     transformed by the revolution.
2.   Discuss the extent to which the new revolutionary government achieved
     social change.
3.   Discuss the nature and extent of economic change brought by the new
     revolutionary government.
4.   „In the face of crises and threats the revolutionary government was forced
     down a path of radicalism and violence.‟ How accurate is this view?
5.   „The revolution brought about greater freedoms and an improved standard
     of living.‟ To what extent do you agree with this view?
6.   The revolution promised to create a new society. To what extent were the
     everyday lives of French people changed by the revolution?
   The essay – considerations
• To what extent should we prepare students for the topic area of
  task?
• How long and how detailed should responses be, given brevity
  of exam responses?
• How supported should students be in terms of „fact sheets‟
  etc? Is it ultimately helpful given the exam requirements?
• How specific should questions be? Exam questions have been
  focused on an aspect of the new society.
           Conclusions, issues and
             recommendations
• Individual choice as to choice and order of tasks. Potential
  value in ensuring first task is simpler and more manageable at
  the start of the year.
• Need to teach to the skills and knowledge base required for the
  exam but does it need to completely shape the nature and
  order of all SAC tasks?
• Potential value in setting research task for a SAC light or exam
  period where students do not have classes?
• Potential problems with equity across classrooms and schools
  in terms of conditions for the completion of the tasks – time
  allowed, support materials in the classroom, prior knowledge of
  topics etc.
• It is beneficial to share the task design and marking processes
  with others. Sharing of samples, reviewing the success or
  limitations of tasks is valuable, as is cross marking.
Thank you for your involvement and interest.




               Robyn Ryan
          ryanrj@mlc.vic.edu.au

								
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