STAGE 2 MODERN HISTORY UNIT PLAN

Subject: Modern History

Class: Stage 2

Unit Title: The Russian

Revolution

Duration: 8 Weeks

Concepts (Components we intend to teach)

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IDENTIFY HISTORICAL SIGNIFICANCE: The reign and destruction of the Romanov dynasty, communism and socialism.
UNDERSTANDING PRIMARY SOURCES: Provides unfiltered access to the past and promote a deeper understanding.
RECOGNISE CONTINUITY AND CHANGE: Analysis of social and governmental change within Russian society.
RECOGNISE CAUSE AND CONSEQUENCE: Investigation of how and why events occurred and there long term effects.
IDENTIFY ETHICAL ASPECTS OF HISTORY: How have the actions of the past affected us in present day? Do we take responsibility and how?
PERSPECTIVE: Interpretations of the past both at the time and the present.

Objectives
(SACE Specific features of understanding)
KU1 Knowledge and understanding of people,
places, events, and ideas in history.
KU2 Formulation of hypotheses and/or focusing
questions, and their application in
explaining historical concepts.
IA1 Application of the skills of historical
inquiry, including critical analysis.
IA2 Construction of reasoned historical
arguments based on a critical understanding
of evidence from sources.
RE1 Reflection on the short-term and long-term
impacts of individuals, events, and
phenomena.
RE2 Evaluation of why individuals and groups
acted in certain ways at particular times.
C1 Communication of informed and relevant
arguments.
C2 Use of subject-specific language and
conventions.

Enduring Understanding
(Outcomes what do we intend students to
learn and remember along the way?)

Context Statement
(Brief description of school, class cohort
identifying the range of abilities in the class)

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Understanding of the causes and effects of the

Russian Revolution.
Ability to analyse the events which resulted in
the Russian Revolution.
Understanding of ideological concepts in the
twentieth century, largely communism.
Critical evaluation of primary and secondary
sources.
Correctly structure a formal written response
to a focus question.
Make connections between the past and
present. Be able to form independent thought.

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St Pauls College is a Catholic all boys school

which teaches students from reception to Year
12.
Partnership with Kildare College to share
Year 11 and 12 timetables to allow students
more subject choice.
There are 19 male students in this class all
aspiring to achieve their SACE.
This is the first time students will be studying
the Russian Revolution.
2 students are EALD students who
demonstrate sound literacy skills but still need
assistance in vocab building and application.
1 student has been diagnosed with ASD and
becomes quite anxious about her results. She
has high expectations of herself and needs to
be seated in the front of the class to stay
focused. She requires clear scaffolded
instructions and is asked to repeat instructions
to ensure she understands what is required to
soothe her anxiety levels.

Page 3 of 23

Content Evaluation
IEP Learning (Supplementary Adjustments)
Simion Bugino (EALD): Will require careful
scaffolding of essays. I will need to provide
explicit vocabulary for specific text studies to be
incorporated into written work.
Aapo Balewa (EALD): Will require careful
scaffolding of essays. I will need to provide
explicit vocabulary for specific text studies to be
incorporated into written work.
Luisa Loprete (ASD): High functioning but
struggling with acceptable social boundaries. I will
have Luisa seated nearest to me in order to
minimise Luisas anxiety toward academic
performance. I will ensure that I provide her with
scaffolded instructions and templates for all
written tasks. I will clarify instructions
individually with Luisa to ensure that she
understands exactly what she needs to do. I will
provide check point dates so that she has regular
feedback prior to the final submission date of
assignments. I will also keep in close contact with
her mother so that she is aware of assignment
requirements.

Technology and Resources

Students will be introduced to a range of
technology, however the focus will mainly be on:
o

o
o

1
2

PowerPoint An effective tool for

information exchange. It can visually engage
a class and be easily distributed by email to
students after the lesson.
SEQTA This can be used to manage
attendance, student welfare, lesson planning,
curriculum mapping, marking and academic
reporting while engaging parents and students
in an interactive supportive community. It
enables parents to get involved in their
childrens education and monitor all aspects
of their progress.1
Poll Everywhere This is a quick and easy to
use application for students record their
thoughts. Students will be asked their
opinions on assignments and particular topics
which can then be generated into graphs and
then displayed on PowerPoint.
Documentaries to help students understand
and engage visually.
Interactive Whiteboard This will provide
students with the opportunity to use a
different form of technology to share their
ideas with the class.
Students will also use the text book Analysing
the Russian Revolution by Richard Malone in
most lessons.

Unit in Relation to SACE Curriculum

For their thematic study, students will investigate
Topic 3: Revolutions and Turmoil: Social and
Political Upheavals since c. 1500.
According to SACE, they will investigate the
following four key areas of inquiry:
the nature of pre-revolutionary society and
government
the role of external and/or internal forces in the
collapse of the old order and in the seizure of
power
the consolidation of power by the revolutionaries
internal and external threats to the revolution, and
how they were dealt with.2
Students will have 5 50 minute lessons a week.

St Pauls College, Students and Technology, <http://www.stpauls.sa.edu.au/online-services/seqta> (17 Apr. 2016).

SACE, Modern History, < https://www.sace.sa.edu.au/web/modern-history> (17 Apr. 2016).

Page 4 of 23

ASSESSMENT
Assessment
(To be completed as part of students Assessment Type 1 - Folio 50%)
ESSAY (Summative) 15%:
Students will construct a formal 1000 word essay responding to one of the questions:
1. Explain how the Russo-Japanese War of 1904 influenced the 1905 revolution.
2. Explain how the Bolsheviks gained power over other groups like the SRs and Mensheviks.
3. Rasputin had significant grip on power within the Russian monarchy. How far do you agree
with this statement?

SOURCE ANALYSIS (Summative) 7.5%:

Students will be provided with a 50 minute lesson to complete a source analysis on the
following picture and be asked a series of questions.
The Russian Tsars at Home (1916)3

1. How useful is this cartoon for a historian studying

Rasputins influence on the royal family?

2. What is the significance of how the faces in the cartoon
are depicted?
3. What is the key message that the artist is trying to convey
in this cartoon?
4. What is the likely response of a peasant to be when they
view this image?

IN CLASS DEBATE (Formative):

The class will be divided into two sides. One half of the class will argue that Nicholas II was a
competent leader and the other side will argue against. The main purpose of this exercise is
for students to consolidate their debating skills which are essential within their essays.
STUDENT FEEDBACK:
At the end of every assessment, students are asked to complete a survey on Poll Everywhere
to evaluate their experience. This data will then be kept on record as a way of possibly
making recommendations on the unit in the future.

Thomas Hady, History Online, The Russian Tsars at Home, 1916.

<http://wewanttoknowmore.blogspot.com.au/2009/03/powerful-rasputin.html> (18 Apr. 2016).

Page 3 of 23

Performance Standards for Stage 2 Australian History and Stage 2 Modern History4
-

Knowledge and Understanding

Inquiry and Analysis

Reflection and Evaluation

Communication

Comprehensive and relevant knowledge and

understanding of people, places, events, and ideas
in history.

Perceptive application of the skills of historical

inquiry, including critical analysis.

Perceptive reflection on the short-term and longterm impacts of individuals, events, and
phenomena.

Well-structured and coherent communication of

well-informed and relevant arguments.

Astute formulation of hypotheses and/or focusing

questions, and their application in explaining
historical concepts.

Well-considered and relevant knowledge and

understanding of people, places, events, and ideas
in history.
Clear and effective formulation of hypotheses
and/or focusing questions, and their application
in explaining historical concepts.

Considered and relevant knowledge and

understanding of people, places, events, and ideas
in history.
Mostly clear formulation of hypotheses and/or
focusing questions, and their application in
explaining historical concepts.

Astute and thorough construction of reasoned

historical arguments based on a critical
understanding of evidence from sources.

Well-considered application of the skills of

historical inquiry, including critical analysis.
Well-conceived and well-developed construction
of reasoned historical arguments based on a
critical understanding of evidence from sources.

Considered application of the skills of historical

inquiry, including some critical analysis.
Organised construction of reasoned historical
arguments based on a critical understanding of
evidence from sources.

Recognition and basic understanding of people,

places, events, and ideas in history.

Basic application of some skills of historical

inquiry, including some superficial analysis.

Formulation of one or more focusing questions

and description of one or more related historical
concepts.

Some basic construction of a historical argument

based on some understanding of evidence from
sources.

Limited awareness of people, places, events, or

ideas in history.

Limited application of one or more skills of

historical inquiry.

Attempted formulation of one or more focusing

questions and attempted description of a related
historical concept.

Attempted description of a historical event based

on a limited understanding of evidence from
sources.

Comprehensive and insightful evaluation of why

individuals and groups acted in certain ways at
particular times.
Well-informed reflection on the short-term and
long-term impacts of individuals, events, and
phenomena.
Well-considered evaluation of why individuals
and groups acted in certain ways at particular
times.
Informed reflection on the short-term and longterm impacts of individuals, events, and
phenomena.
Considered evaluation of why individuals and
groups acted in certain ways at particular times.

Some superficial reflection on one or more shortterm or long-term impacts of individuals, events,
and/or phenomena.
Superficial consideration of why individuals and
groups acted in certain ways at particular times.
Limited description of a short-term or long-term
impact of an individual, event, and/or
phenomenon.
Description of the actions of individuals and
groups at particular times.

Consistent, clear, and appropriate use of subjectspecific language and conventions.

Structured and mostly coherent communication

of informed and relevant arguments.
Clear and appropriate use of subject-specific
language and conventions.

Generally coherent communication of informed

and relevant arguments.
Mostly appropriate use of subject-specific
language and conventions.

Some basic communication of aspects of an

argument.
Some appropriate use of subject-specific
language and conventions, with inaccuracies.

Attempted communication of one or more

aspects of an argument.
Limited use of any appropriate subject-specific
language and conventions.

SACE, Modern History, (17 Apr. 2016).

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YEAR 12 HISTORY SUBJECT OUTLINE, TERM 1, 2016

Subject: Stage 2 Modern History

Teacher: Miss West

Topic: The Russian Revolution

Year Level: 12

Week:
1

Learning Activities:
Life in the time of the Tsars. What were the conditions
for the peasants like in Russia between 1880 and 1904?
What factors contributed to social unrest?

Abolition of serfdom
Enlightenment ideas
Agrarian economy
Industrial reforms
The Orthodox church

Movements and oppositions to Tsarism. What kind of

revolutionary ideas were there at the time? What kinds
of obstacles were faced? Vladimir Lenin.

Revolutionary Crisis. Bloody Sunday and the major

implications faced as a result.

Assessment Tasks:

How did the Tsar respond?

Ruins the Tsars image
October Manifesto
The Dumas
Peter Stolypin

World War I and the major effect it had on the

leadership of Russia.

Source Analysis (7.5%)

What was the response?

Massive casualties to the Russian Army
Major political damage
Economic and social impact

Introduce to Rasputin.

February Revolution

What kind of advice did the Tsar receive?

Petrograd and the Revolution
Economic unrest and its influence on social
revolution
Abdication of Tsar Nicholas II

Introduce the basics of dual authority.

Page 3 of 23

Dual Authority

Debate

The Provisional Government as an entity

without power
Alexander Kerensky
Why didnt the Provisional Government gain
support?
The rise of the Bolsheviks

February Revolution

Bolsheviks and Lenin

The takeover of Petrograd

John Reeds Ten Days that Shook the World
(1919)
How did the Bolsheviks gain control?

Lenin and his promise of Peace, Bread and

Land
The transformation of society
The Whites and Greens
Why the Bolsheviks won the Civil War
Murder of the royal family
Canonization of the Romanovs
Lenin and absolute control
Reactions to Lenins death

Review of content.

Essay (15%)

*Subject outline is subject to change.

A range of formative work will be undertaken throughout the unit.

Page 4 of 23

2016 TERM 1 - YEAR 12 - HISTORY UNIT

WEEK

TOPIC

Introduction to the
course
Background of the
revolution

CONTENT

L1: Abolition of Serfdom

The Crimean War
Edict of Emancipation
Mir (Village Commune)
Implications to living
standards

ACTIVITIES

L2: Enlightenment Ideas

Keen interest in art and
science
Education
End of conservative ideas
L3: Agrarian Economy
Unsuitable land for growing
crops
Overcrowding and poor
conditions
Weather
Outdates equipment and
techniques
Famine

Students to work in
small groups and
ask questions
Keep notes and
listen
Read sections of the
course book and
provide written
responses
Complete
worksheets

RESOURCES &
TEACHING
STRATEGIES

Watch documentary
Tsars to Lenin
PowerPoint
Access to SEQTA

ASSESMENT

Finish reading chapter 1

and complete questions.

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Pose questions
about how this
could lead to
revolution

L4: Industrial Reforms

Sergei Witte
Trans-Siberian Railway
City Growth

Page 3 of 23

 Watch documentary

L5: The Orthodox Church

Movements and
Opposition to Tsarism

Official religion
Legitimised the Tsars power
Link between God and the
Tsar
Under state control
L1: Key Political Movements
Bolsheviks
Mensheviks
Socialist Revolutionary
Party
Kadets
Octoberists
L2: Challenges to Revolution
Police Repression
Division
Cohesion
Isolation
Concession
L3: Bloody Sunday
Food shortages
Russo-Japanese War
Housing
Putilov Steel Works
Peaceful protest
L4: Crisiss of 1905
Battle of Tsushima

Students to work in
small groups and
ask questions
Keep notes and
listen
Read sections of
the course book
and provide written
responses
Complete
worksheets

PowerPoint
Access to SEQTA

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Summarise the key
points of
movements and
opposition to
tsarism
Pose questions
about the
significance of
movements and
opposition to
Tsarism

Finish reading chapters

3 and 4 and complete
questions.

Page 4 of 23

 Mutiny Potemkin
All Russian Union of
Peasants
Strikes

Revolutionary Crisis

L5: Vladimir Lenin

Brother hanged for
attempted assassination
On the list of Dangerous
Persons
Lawyer
Marxist Revolutionary
Exiled to Siberia
Leader of the Bolsheviks
Initiated the October
Revolution 1917
L1: Tsars Response to Bloody
Sunday
Nicholas reluctant to submit
Birth of the Dumas
More concerned about
leadership than desire to
improve the country
L2: Nicholass Image
Merciless
Out of touch with his people
Did not care about his
peoples welfare
L3: October Manifesto
Start of a constitution

Students to work in
small groups and
ask questions
Keep notes and
listen
Read sections of the
course book and
provide written
responses
Complete
worksheets
Engage in role play
of the different
groups of people
and discuss their

PowerPoint
Access to SEQTA

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Summarise the key
points of the
revolutionary crisis

Finish reading chapters

4 and 5 and complete
the questions.
Complete take home
source analysis
(appendix 1).

Page 5 of 23

 Civil freedoms
Nicholas opposed this
because of his beliefs in
aristocracy

responses to events

Pose questions
about the long term
effects of Bloody
Sunday

Students to work in
small groups and
ask questions
Keep notes and
listen
Read sections of
the course book
and provide written
response
Share responses
with the class
Complete

PowerPoint
Access to SEQTA
Poll Everywhere to
record students
thoughts on source
analysis

Teacher directed
questions
Explain students

L4: The Dumas

Very little power
Nicholas still had the final
say
Conservative
Outbreak in violence

World War 1

L5: Peter Stolypin

Believer in Tsarism, but also
a realist
Prime Minister
Land, social and industrial
reforms
Okhrana
L1: Response to WWI
Public support (Nationalism)
Some of the government
held major concerns of
economic ruin
Lenins condemnation
Russian Casualties
Conscription
Little training
Poor military leadership
Lack of ammunition,
supplies and organisation

Finish reading chapter 6

and complete questions.

Page 6 of 23

worksheets

L2: SOURCE ANALYSIS

L3: Political Damage

Nicholas became
Commander of the Russian
Army
Abandoned the capital
No experience
Alexandra in charge at the
home front
Politically inexperienced
German heritage

questions
Present
PowerPoints
Summarise the key
points of World
War 1
Pose questions
about how this
played a crucial
role in ruining the
Tsars image

L4: Social & Economic

Impact
Borrowed money from other
countries
Food shortages
Fuel shortages
Inflation
Unemployment
Social depression
Anti-war

February Revolution

L5: Rasputin
Russian peasant
Healer
Unpopular
Political influence
L1: Advice to the Tsar
Okhrana informed him of
the anger in Petrograd

Students to work in
small groups and
ask questions

Access to SEQTA
Use of the
interactive white

Prepare for debate.

Finish reading chapter 8
and complete questions.

Page 7 of 23

Dumas warned him of the

consequences
Brittan reminded him that he
had a lack of internal support

L2: Petrograd and the

Revolution
Climate
Bridges and canals
Water transportation
Frozen over landscape
prevented protests for
months of the year.
L3: Economy & Social Unrest
International Womens Day
Work strikes
Public transport ceased
Soldiers joined protesters
Release of political prisoners
Violence

Keep notes and

listen
Read sections of the
course book and
provide written
responses
Complete
worksheets
Create mind map
on the interactive
white board of the
February
Revolution

board

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Summarise the key
points of the
February
Revolution

L4: Abdication of Nicholas

No political popularity
Voluntary abdication for
peaceful transition
Anguished Nicholas
Abdicated Alexi
haemophilia

L5: Dual Authority

Provisional Government

Page 8 of 23

Dual Authority

The Petrograd Soviet

Lasted 8 months
L1: Provisional Government
having no Power
Prince Lvov
Weak political foundations
Alienated supporters
L2: Failure to Win Support
Weak Political and popular
foundation
Continued fighting in WWI
June Offensive
Economic Problems

L3: Bolsheviks
Lenins April Thesis
July Days
Kornilov Revolt
Political support
L4: October Revolution
10 days of protest
Counter-revolutionary
battles
Capture of Provisional
Government in Winter
Palace
Bolsheviks seize control
Watch documentary

Students to work in
small groups and
ask questions
Keep notes and
listen
Read sections of
the course book
and provide written
responses
Complete
worksheets
Engage in the in
class debate
Create mind map
on the interactive
white board of the
October
Revolution

Watch documentary
Ten Days that
Shook the World
Poll Everywhere to
record students
thoughts on debate
Access to SEQTA
Use of the
interactive white
board

Complete essay draft

and hand in.
Finish reading chapters
9 and 10 and complete
questions.

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Summarise the key
points of dual
authority

L5: DEBATE

Page 9 of 23

Bolsheviks and Lenin

L1: Transformation of Society

Private Ownership
Marriage and divorce
Education
Banks
Calendar and alphabet
Religion
L2: The Whites and Greens
Civil War
Internal threat
Whites Traditional
conservative forces
Greens Peasants and
Cossacks
L3: Murder of the Royal Family
Intercepted by the
Bolsheviks
Red Guards and Cheka
Permanent rejection of old
regime
Uncertainty of Lenin giving
final order
Canonised in 2000 ethical
aspect

Students to work in
small groups and
ask questions
Keep notes and
listen
Read sections of the
course book and
provide written
responses
Complete
worksheets
Have the class split
and identify the key
features of the
Whites and Greens

PowerPoint
Access to SEQTA

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Summarise the key
points of the
Bolsheviks and
Lenin

Finish reading chapters

13 and 15 and complete
questions.
Complete worksheet
(appendix 2).

L4: Lenin and Absolute Control

Purges
Unquestioned authority of
the Cheka
Expulsion of party members

Page 10 of 23

 One political government

Review of Content

L5: Lenins Death

Suffered major stokes
Paralysed and unable to
speak
Died 1924
Public grief
Petrograd renamed
Leningrad
L1: Revision
Weeks 1-2

L2: Revision
Week 3

L3: Revision
Weeks 4-5

L4: Revision
Weeks 6-7

L5: Revision
Major class discussion on
final questions

Class to ask
questions as a
whole
Keep notes and
listen
Respond to teachers
feedback on essay
draft
Edit their own work
Students will
participate in games
to test their
knowledge

Access to SEQTA
Game - mix and
match cards of
political groups and
their beliefs
Poll Everywhere to
record students
thoughts on essay

Complete final essay.

Teacher directed
questions
Explain students
questions
Present
PowerPoints
Summarise the key
points of the
Revolution

Page 11 of 23

Additional Plans
In the case that the lessons run under time, the following plans have been devised in order to keep the
class occupied.
PLAN 1:
Students will be asked to play the game Celebrity Heads. However, in this game students will be
asked to give their peers people involved in the Russian Revolution as their identity. Students will
then have to determine specific features of their character with the assistance of the rest of the class to
figure out who their person is. This is an educational game because it forces students to engage with
the content and rely on their knowledge.
PLAN 2:
Students will be asked to divide into groups of political parties. This will include the Dumas, Union of
Liberation, Octobrist Party, Kadets, Trudoviks, the Provisional Government, Petrograd Soviet,
Socialist-Revolutionary Party, Bolsheviks and Mensheviks. Students will then be divided into groups
and be given a party. They will be asked to construct a mind map of their particular party stating their
leader, supporters, goals, ideologies and influence in the revolution.
PLAN 3:
An additional worksheet (appendix 3) has been created in the event that students have time remaining
within a lesson. This is a source analysis that will ultimately assist students in their final exam (30%).

Page 12 of 23

Lesson Plan
Date/Time:
Location:
Aims and Goals:

Time allocated:
Start:
11:55am 12:05pm
(10 minutes)
12:05pm 12:10pm
(5 minutes)
12:10pm 12:20pm
(10 minutes)

12:20pm 12:35pm
(15 minutes)

12:35pm 12:40pm
(5 minutes)

Finish:
12:45pm 12:50pm
(5 minutes)

Friday March 4 2016, Week 5, Lesson 5, 11:55am 12:50pm (50 minutes)

Room 201
By the end of the lesson it is expected that students will have an
understanding of Nicholass II abdication. Students will analyse why he
chose to abdicate for himself and his son. By the end of the lesson students
will have an understanding of the factors that lead up to his abdication. For
homework students will be asked to complete reading chapter 8 of
Analysing the Russian Revolution and the questions at the end of the
chapter. In addition to this, students will be asked to begin to prepare for
their debate which is to be held at this time next week.
Give the students time to arrive from their previous class and check the
attendance roll. At the start of the lesson begin with a recap of the February
Revolution and its relevance to analysing Nicholass abdication. During
this time, students will be asked teacher directed questions regarding what
has previously been learnt.
Give students a basic outline of the setting of Nicholass abdication. He
was under enormous social pressure to abdicate as well as fear of the safety
of his family. Have the students understand that even though he was Tsar
at this time he had not real authority or power left.
Give the students the handout (appendix 4) and have them analyse the
language used. Discuss with them why the people of Russia believed that
had been enslaved. Discuss why Grand Duke Michael Alexandrovich
was chosen to rule by Nicholas. Discuss Nicholass Birth right to rule
beliefs. Michel deferred acceptance until ratified by elected assembly.
Never became emperor and ended Tsarism.
Teach the class why Nicholas abdicated. Discuss why he had very little
choice. He was separated from his family on a train returning to the capital
from the front line of WWI. Discuss his failure in war, the terrible living
conditions back at the home front, shortages of food and fuel. Nicholas
anguish firm believer in aristocracy. Discuss the Mensheviks role in
almost forcing him to abdicate. Finally discuss how the Bolsheviks came to
power over the Mensheviks and their views on the Tsar and his family.
Ultimately then would permanently end the royal blood line.
To end the discussion, have a look at why Nicholas chose to abdicate for
Alexi. Discuss how Alexis haemophilia could have played a role. Finally
conclude with didactic learning on how a discussion between Nicholas and
Alexis doctor prompted Nicholas to abdicate his son as well. Was told that
of the grave nature of Alexis condition and needed to remain with his
family risked separation if he became Tsar.
Have students complete a recap on the content that was taught during the
lesson and inform them that next week they will be analysing the nature of
government after Nicholass abdication.
Remind students that they are to complete a formative in class debate in
exactly a week time. Divide the class in two with one side to argue that
Nicholas was a competent leader and the other to argue he was not. Inform
students that all must speak (have Luisa (ASD) stay after to class to clarify
instructions).
Inform them that all homework will be checked in the next lesson on
Monday. They are expected to complete chapter 8 and the questions
following.

Page 13 of 23

Self Evaluation
I think that the unit I have presented is a strong unit that will engage students. It is from an interesting
moment in history with content that is digestible and complex. I have tried to incorporate a range of
games into my unit plan to help students engage with the content in a way that is exciting. There is
also a range of technologies and resources being used which provides students with the ability to learn
the content through a variety of educational tools. I have also tried to incorporate student feedback so
that they are aware that their opinions do matter and hopefully it can improve the unit for future
classes.
One aspect of the unit that I feel is weak is the time limit. The Russian Revolution requires sufficient
time to teach to ensure that all aspects have been covered. If this plan was actually implemented,
students would possibly need up to 12 weeks of lessons to have a comprehensive understanding. I feel
that the last 2 weeks of the unit are rushed and more time is required to fully understand the final
stages of the revolution.
Yet despite this, I feel this is a strong unit plan that could easily be implemented into a Year 12
History classroom.

Bibliography
1. Dmytryshyn, Basil. Imperial Russia: A Sourcebook 1700-1917. New York: Rinehart and
Winston, 1967.
2. Duffy, Michael. Primary Documents Nicholass Abdication, 1917.
<http://www.firstworldwar.com/source/nicholasiiabdication.htm> (18 Apr. 2016).
3. Edlund, Alison. Soviet Communism, Lenin is Clearing the World of Evil Spirits by Viktor Deni,
1930. < https://alisonedlund.wordpress.com/2011/11/09/soviet-communism/> (18 Apr. 2016).
4. Hady, Thomas. History Online, The Russian Tsars at Home, 1916.
<http://wewanttoknowmore.blogspot.com.au/2009/03/powerful-rasputin.html> (18 Apr. 2016).
5. SACE, Modern History, < https://www.sace.sa.edu.au/web/modern-history> (17 Apr. 2016).
6. St Pauls College, Students and Technology, <http://www.stpauls.sa.edu.au/onlineservices/seqta> (17 Apr. 2016).
7. Ten Days that Shook the World 1967, Granada TV, New York.
8. Tsar to Lenin 1937, Documentary, Mehring Books, New York.

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Appendix 1
NAME:________________________________
Read and answer the questions following.
Tsars October Manifesto

We, Nicholas II, By the Grace of God Emperor and Autocrat of all Russia, King of Poland, Grand
Duke of Finland, etc., proclaim to all Our loyal subjects:
Rioting and disturbances in the capitals and in many localities of Our Empire fill Our heart with great
and heavy grief. The well-being of the Russian Sovereign is inseparable from the well-being of the
nation, and the nation's sorrow is his sorrow. The disturbances that have taken place may cause grave
tension in the nation and may threaten the integrity and unity of Our state.
By the great vow of service as tsar We are obliged to use every resource of wisdom and of Our
authority to bring a speedy end to unrest that is dangerous to Our state. We have ordered the
responsible authorities to take measures to terminate direct manifestations of disorder, lawlessness,
and violence and to protect peaceful people who quietly seek to fulfill their duties. To carry out
successfully the general measures that we have conceived to restore peace to the life of the state, We
believe that it is essential to coordinate activities at the highest level of government.
We require the government dutifully to execute our unshakeable will:
(1.) To grant to the population the essential foundations of civil freedom, based on the principles of
genuine inviolability of the person, freedom of conscience, speech, assembly and association.
(2.) Without postponing the scheduled elections to the State Duma, to admit to participation in the
duma (insofar as possible in the short time that remains before it is scheduled to convene) of all those
classes of the population that now are completely deprived of voting rights; and to leave the further
development of a general statute on elections to the future legislative order.
(3.) To establish as an unbreakable rule that no law shall take effect without confirmation by the State
Duma and that the elected representatives of the people shall be guaranteed the opportunity to
participate in the supervision of the legality of the actions of Our appointed officials.
We summon all loyal sons of Russia to remember their duties toward their country, to assist in
terminating the unprecedented unrest now prevailing, and together with Us to make every effort to
restore peace and tranquility to Our native land.
Given at Peterhof the 17th of October in the 1905th year of Our Lord and of Our reign the eleventh.5

1.
2.
3.
4.

What was Nicholas aiming to do when writing this?

Nicholas discusses the disturbances of 1905, who do you think he was feeling?
Explain the key 3 reforms issued. Back you answers up with examples from the text.
What do you think the response would have been from the Russian people?

Basil Dmytryshyn, Imperial Russia: A Sourcebook 1700-1917 (New York: Rinehart and Winston, 1967), 120.

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Appendix 2
NAME: _____________________________
Question 1:
Who was the leader of the Bolshevik Party?
A. Peter Stolypin
B. Vladimir Lenin
C. Grigori Rasputin
D. Alexander Kerensky
Question 2:
Vladimir Lenin was responsible for?

A. Famine
B. The massacre of Bloody Sunday
C. Having the Cheka and modernising Russia
D. Being the forefather of communism in Russia
Question 3:
In what year did the Russian Revolution take place and how did the Bolsheviks come to power?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 4:
How did the Bolsheviks and Lenin transform Russian society? What aspects of society where most
altered and how?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 5:
What aspect of society was transformed?
A. Private Ownership
B. Education

C. Marriage and Divorce

D. Banks
E. All of the above

Page 16 of 23

Appendix 3
NAME: ______________________________
Asses the image and answer the following questions.
Bolshevik Poster Lenin is Clearing the World of Evil Spirits

Alison Edlund, Soviet Communism, Lenin is Clearing the World of Evil Spirits by Viktor Deni, 1930. <
https://alisonedlund.wordpress.com/2011/11/09/soviet-communism/> (18 Apr. 2016).

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Questions 1:
What is the significance of Lenin standing on top of the world?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 2:
Who are the other characters depicted in the drawing and why are they being swept away?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 3:
Lenin is the largest of the characters. What is the symbolic importance of this?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 4:
How does this affect the portrayal of other leaders such as Leon Trotsky?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 5:
What is the reality of this picture and how does it differ from what is being suggested in the poster?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Question 6:
The image depicts that overthrowing world order is as easy as sweeping it away. Drawing on evidence
from 1918 to 1920, why wasnt it as easy as the poster implies?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Page 18 of 23

Appendix 4
Nicholass Abdication Proclamation 02/03/1917
Decree of Abdication
In the days of the great struggle against the foreign enemies, who for nearly three years have tried to
enslave our fatherland, the Lord God has been pleased to send down on Russia a new heavy trial.
Internal popular disturbances threaten to have a disastrous effect on the future conduct of this
persistent war. The destiny of Russia, the honour of our heroic army, the welfare of the people and
the whole future of our dear fatherland demand that the war should be brought to a victorious
conclusion whatever the cost.
The cruel enemy is making his last efforts, and already the hour approaches when our glorious army
together with our gallant allies will crush him. In these decisive days in the life of Russia, We thought
it Our duty of conscience to facilitate for Our people the closest union possible and a consolidation of
all national forces for the speedy attainment of victory.
In agreement with the Imperial Duma We have thought it well to renounce the Throne of the Russian
Empire and to lay down the supreme power. As We do not wish to part from Our beloved son, We
transmit the succession to Our brother, the Grand Duke Michael Alexandrovich, and give Him Our
blessing to mount the Throne of the Russian Empire.
We direct Our brother to conduct the affairs of state in full and inviolable union with the
representatives of the people in the legislative bodies on those principles which will be established by
them, and on which He will take an inviolable oath.
In the name of Our dearly beloved homeland, We call on Our faithful sons of the fatherland to fulfil
their sacred duty to the fatherland, to obey the Tsar in the heavy moment of national trials, and to help
Him, together with the representatives of the people, to guide the Russian Empire on the road to
victory, welfare, and glory.
May the Lord God help Russia!
(SIGNED)
NICHOLAS II
(COUNTER-SIGNED)
FREDERICKS, MINISTER OF THE IMPERIAL COURT7

.8
7

Duffy, Primary Documents Nicholass Abdication, (18 Apr. 2016).

Michael Duffy, Primary Documents Nicholass Abdication, 1917.
<http://www.firstworldwar.com/source/nicholasiiabdication.htm> (18 Apr. 2016).
8

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