Stage 6 Modern History

Course: Year 11 Modern History Stage 6 Year 11 Duration: 6 weeks/18 hours

Unit Title: “Anarchy? Autocracy? Assassination! Welcome to the House of Romanov”
Investigating Modern History
 Case Studies – A4: The Decline and Fall of the Romanov Dynasty
Content Focus:
Students investigate the decline and fall of the Romanov dynasty using a range of sources.
The Historical concepts and skills content is to be integrated as appropriate.

Content: Rationale
 The historical
context, including: This unit of work has been created in conjunction with the outcomes supplied in the Modern History Stage 6 Syllabus
- origins and nature of (2017). The initial assessment of the curriculum provided direction for the planning of the unit of work and
the Russian Empire presented some challenges in forming stimulating learning activities for students to be willingly involved in. By
- relationships with developing lessons for a wide range of maturities, needs and capabilities, this unit of work aims to be suitable for
foreign powers senior students in a contemporary classroom.
 The nature of the
decline and fall of My own professional beliefs about the curriculum include embodying the Australian Professional Standards for
the Romanov Teachers (2011) as a means of addressing the learning needs of senior students. In building this unit, I have widely
Dynasty, including: considered the “knowledge, practice and engagement” (APST, 2011, p. 3) skills that are required of me, to gain the
- the Romanov empire best results from students. By knowing specifically what “the content is and how to teach it” (p. 10-11), this allows
at the time of the teacher to be able to “plan for and implement effective teaching and learning” (p. 12-13). In doing so, creating a
Nicholas II, including consistent yet differentiated unit of work can be achieved. Planning includes consulting the Quality Teaching Model
political, economic (2006) to ensure that students are receiving diverse, impactful learning experiences on my behalf. By presenting
and social grievances activities to incorporate ‘higher-order thinking’ (p. 18) and ‘student’s self-regulation’ (p. 34) students are required to
- the role of Nicholas II be active learners in the classroom. Steering the unit away from the use of traditional textbook reading and question
as autocrat answering style classes, the students participate in practical activities that are still directly addressing syllabus
- the development of outcomes.
opposition to the
Romanovs This unit of work addresses the learning needs of senior students, as there has been significant incorporation of
- the role of World differentiation. In differentiating the teaching activities, the students are engaged in a wider range of learning styles,
War I in the collapse which encourages responsiveness and prompts participation from all individuals. I attempted to include some
of the Romanov consistency in terms of brainstorming concept activities, “Think, Pair, Share” and debating. These activities help
Dynasty strengthen the evaluation and analysis skills of students so that they may present coherent and structured
- the transfer of arguments when sharing their personal ideas and approaches to discussion questions. Hart (2015) offers, “effective
power from the history teaching is supported by…resources that engage, motivate and challenge learners” (p. 36). The incorporation
Romanov regime to of role-playing activities stemmed from source analysis (examples in this unit of work can be seen through the
the Provisional provision of the revolution and trade union activity) is able to assist students in gaining a thorough understanding of
Government the circumstances endured by Russian citizens in 1917.
 A relevant historical
debate or issue, for Gruber (2017) argues that abandoning a major reliance on textbooks in history lessons ‘makes the learning process
example: more attractive and interactive’ (p. 3). Hence, in enacting the syllabus, I intend to make sure that students are
- the execution of the consistently exposed to learning opportunities that are worthwhile and memorable in their learning journey by
Romanovs; the role offering activities such as “Step into the Scene” students are provided with the opportunity to engage in powerful
of ethnic minorities education styles. In applying the learning outcomes, the activities take a student-centred method and force all
in the Russian students to be involved throughout the duration of the lesson. This prevents the teacher taking the role of the
Empire under lecturer during the class. Similarly, the discussion questions posed by the teacher in most lessons directly address
Nicholas II the specific syllabus point. The difficulty of these questions can be increased or decreased based on the ability of the
class using Bloom’s taxonomy. They should be used in order to consolidate the understanding of outcomes and
encourage students to use subject specific terminology in their discussion arguments.

In her case study, Pratt (2018) discussed the benefits of having history students engage in creating videos and
presentations as a means of representing their learning (p. 12). Using this idea, students engage in several activities
throughout the unit of work whereby they create a video presentation and a Google Drive. The reason for this
pedagogical decision revolves around the need for students to “create a product that combined source analysis,
evaluation and engagement with history” (p. 13). Using three skills at once coerces students into being innovative
through the use of ICT and literacy skills. Students therefore respond positively to completing work with the use of
technology.

This unit of work is consequently intended to extend the historical knowledge and skills of senior students. It is
through the syllabus, APST (2011), QTM (2006) and research from academics that this unit has been structured.

(References can be found under the unit of work)

Outcomes Key Questions
 MH11-1: Describes the nature of continuity and change in the modern world  Was Tsar Nicholas an autocrat or anarchist?
 MH11-2: Proposes ideas about the varying causes and effects of events and  What was the most prominent failure of the Tsar?
developments  Which event do you think mostly contributed to
 MH11-3: Analyses the role of historical features, individuals, groups and ideas in the downfall of the Empire?
shaping the past  Do you think the damage Tsar Nicholas did to the
 MH11-4: Accounts for the different perspectives of individuals and groups Russian Empire was irreversible? Explain your
 MH11-5: Examines the significance of historical features, people, ideas, response.
movements, events and development of the modern world  What is the significance of the two Revolutions in
 MH11-6: Analyses and interprets different types of sources for evidence to 1917?
support an historical account or argument
 MH11-7: Discusses and evaluates different interpretations and representations
of the past
 MH11-9: Communicates historical understanding, using historical knowledge,
concepts and terms, in appropriate and well-structured forms
Historical Concepts and Skills Learning Across the Curriculum
The following Historical Concepts are integrated into the lesson sequences: General Capabilities
 Perspectives  Critical and creative thinking
 Empathetic Understanding  Ethical understanding
 Significance  Information and communication technology
 Cause and Effect capability
 Continuity and Change  Literacy
 Numeracy
 Personal and social capability
Diversity of Learners Key Terms:
 The teacher, depending on the student’s ability level,  Autocracy, Communism, Politics, Nationalism, Revolution, Revolt,
can alter all activities. Socialism, Industrialisation, Imperialism, Liberalism, Bolsheviks,
 Discussion activities can have the difficulty of the
questions altered to suit the needs.
 Other activities can have an increased or decreased
teacher involvement, in line the students’
independence
Date Content Outcome Learning Teaching Activities and Resources
Strategies
Week The historical Students will be introduced to the new topic involving the Russian Empire at the
context, MH11-1 time of the Tsar’s reign. The teacher will present a family portrait of Tsar
1 including: MH11-2 Photographic Nicholas II’s family. The teacher will ask students some inquiry questions and
Lesson - origins and MH11-5 Inquiry ask them to come up with ideas of:
nature of  Where might this family be from?
1 the Russian  What class would this family be from?
Empire  What events they may be involved in?
 How might they have died?
Photographs retrieved from:
Orthodox Christianity. (2017). The Romanovs: A Family Portrait. Retrieved from
http://orthochristian.com/98937.html
The teacher will confirm the origins of the Romanov family.

5 minute The class will begin an activity where they will learn about the structure of the
lecture Russian Empire
 Focus will be on the role of the Russian Orthodox Church as
reinforcement of the Tsar’s regime
 Role of the bureaucracy and the military as the Tsar’s support

Students should construct a triangle in the workbook to show the structure of

Visual Russian Society in this order:
Structuring  The Tsar
 Religious Ministers
 Nobility
 Bourgeoisie
 Serfs and peasants
Alpha History. (2018). Russian Society. Retrieved from
https://alphahistory.com/russianrevolution/russian-society/

Table Trivia The teacher will engage the class in a table trivia activity. The teacher will have
double-sided cards. The blue side includes a word specific to the topic, the
purple card is the definition or English translation. (Resource attached below
 unit). In groups, students can flash the cards to guess the definition or
translation. The game can be played backwards also to help with students
memory and understanding.
Week The students will begin the lesson by:
MH11-4 Statistical  Performing research into the population statistics of Russia prior to 1917.
1 MH11-7 analysis Students should analyse how the population total between 1863-1914 doubled
Lesson MH11-9 and how this may have affected Russian society by accessing the following:

2 Kumo, K., Morinaga, T., & Shida, Y. (2007). Long Term Population Statistics for
Russia. Russian Research Center: The Institute of Economic Research. Retrieved
from http://www.ier.hit-u.ac.jp/rrc/English/pdf/RRC_WP_No2.pdf

Brainstorming Engaging in class brainstorming activity led by the teacher where the following
question will be presented
 “What would Russian society have looked like in 1917?”
 ‘What problems may have stemmed from a population of this size?’
This question will be answered on the board in a concept map and copied into
the student’s workbooks
Student led
inquiry Students will then perform a study into the serfdom of Russia
Spartacus Educational. (2017). Russian Serfs. Retrieved from
http://spartacus-educational.com/RUSserfs.htm

Week The historical The teacher will highlight how the foreign relations of Russia declined amongst
context, MH11-4 the nation states as a result of significant battles. The continual pattern of
1 including: MH11-6 defeat left Russia further and further behind (but mainly through the choices of
Lesson - relationships MH11-7 the Empire)
with foreign
3 powers Student Students will be required to carry out an investigation looking into the
Investigation international relationships of Russia through:
 The Napoleonic Invasions
Greenspan, J. (2012, June 22). Why Napoleon’s Invasion of Russia was
the Beginning of the End. History. Retrieved from
https://www.history.com/news/napoleons-disastrous-invasion-of-russia-
 200-years-ago
 The 1848 Invasions
Roberts, I.W. (2004). Russia in 1848 and 1849. Ohio University. Retrieved
from https://www.ohio.edu/chastain/rz/russia.htm
 The Crimean War
Crimea Historical Society. (2018). Crimean War 1853-1856. Retrieved
from http://www.crimeahistory.org/crimean-war/
 Russo-Japanese War (1904-1905)
Encyclopaedia Britannica. (2018). Russo-Japanese War. Retrieved from
https://www.britannica.com/event/Russo-Japanese-War

(These are only suggested resources, students are able to use other research
outlets) (The First World War was not selected because will be explored in far
greater detail later on in the unit as below)
Students will be split into small groups to investigate the battles.

Teacher should provide students with guiding questions including:

Teacher  How has this battle altered Russia’s wealth?
presentation  How has this battle affected the Russian people?
of guiding  Why do you think Russia may have lost the battle?
questions  What was the impact of the loss on Russian society?

Students could present their findings in PowerPoint Presentation, iMovie,

Group-based PowToon etc. Students will be encouraged to find statistics for their event as
presentations they will be ‘Class Experts’ on the occasion. Students will have the remainder of
the class to research this event and begin creating their presentation. This
project will be finalised and presented to the class in the next lesson
Week Continuing The lesson should continue from the previous lesson’s work.
MH11-6 Presentations Students will have an additional 25 minutes to finish off their presentations.
2 MH11-7
Lesson Student Students will have a showcase for their presentations. This should take 20-25
Showcase minutes.
4
Note-Taking Students should copy down important notes from each presentation so that
 they have included information from each battle into their books.

Class The class will then have a class discussion considering:

Discussion  ‘What might have been the most significant battle contributing to
Russia’s downfall?’
Week The nature of Short Lecture Teacher will remind students of what grievances are in relation to the Russian
the decline and Empire. Teacher will mention separation of social, political and economic
2 fall of the MH11-4 grievances
Lesson Romanov MH11-7
Dynasty, The students will complete a worksheet to figure out which category the
5 including: Worksheet grievances fall under.
the Romanov  Students will place a P (political), E (economic) or S (social) next to each
empire at the of the grievances on the worksheet.
time of Nicholas This will allow students to gain a sound understanding of each category of
II, including grievances
political,
economic and This lessons specific focus will be on the political grievances of the Russian
social Research people at the time. Political grievances include:
grievances  Corruption within the Empire, violence against the people by the
military, unjust treatment, lack of national pride (due to loss of war), lack
of freedom to choose the head of state
Poster –
Propaganda Small groups will be allocated a political grievance to research and create a
propaganda poster encouraging fellow peasants to join them.

Role play – Students together are to develop a people/peasants union presenting their
Creating a grievance (propaganda poster can be used) to the union’s board meeting.
union
Week Lesson focus on the economic grievances of the Russian people at the time.
Brainstorming Students will brainstorm some economic grievances based on their knowledge
2 of political grievances.
Lesson Economic grievances include:
6 MH11-4  Low wages, no means to enhance living standards, poor living conditions,
 MH11-6 lack of clean water, lack of housing, disparities between rich and poor,
MH11-7 the rise of industrialisation across the rest of Europe

Superpower Students will engage in a comparative activity by looking statistically at the

Comparative wealth, population and of Russia in 1917. Students will contrast these statistics
Activity with other Superpowers (Japan, Britain, Germany, United States of America).
They will compile a table in their workbooks. (Resource found below unit).
Week Lesson focus on the social grievances of the Russian people at the time.
MH11-4 Social grievances include:
3 MH11-7 Independent  No access to freedom of speech
Lesson research  Civil unrest
 No societal improvement
7  No opportunity for education
 Poor/dangerous living and working conditions
 Discrimination
Students need to investigate the grievances online to understand the underlying
social issues.

Students will re-engage in Union Party where they will present their social
Role play – grievance to their fellow serfs and plan their revolutionary actions against the
Union Party ~ Tsar and his empire.
Student
Revolution Peasants can parade around the school quad (teacher should ensure this will
not disrupt other classes) in a revolution action.
Week The nature of Aural/Visual Lesson begins with viewing “The Last Tsar of Russia – Nicholas II”
the decline and MH11-5 Learning The Great War. (2015, April 13). The Last Tsar of Russia – Nicholas II [Video file].
3 fall of the MH11-6 Retrieved from https://www.youtube.com/watch?v=2OnTLEYbkds
Lesson Romanov
Dynasty, ICT Activities Students (in groups of 3-4) will use a class set of laptops or iPads to create a
8 including: Google Drive exploring the work of Nicholas as the Tsar of the Russian Empire
- the role of
Nicholas as
an Autocrat Some suggested websites include:
 Alpha History. (2018). Tsarist Government. Retrieved from
https://alphahistory.com/russianrevolution/tsarist-government/

First World War. (2009). Who’s Who – Tsar Nicholas II. Retrieved from
http://www.firstworldwar.com/bio/nicholasii.htm

Spartacus Educational. (2017). Tsar Nicholas II. Retrieved from

http://spartacus-educational.com/FWWtsar.htm

Week Short Lecture Teacher will present students with information on the personal issues of the
MH11-7 Tsar that potentially affected his leadership such as:
3 MH11-9  The nature of Nicholas’ family including the relationship of Alexandra
Lesson with the people
 Followed in his fathers footsteps by avoiding industrialisation
9  The sickness surrounding the Tsar’s son Alexei

Students will have a classroom debate using the following question

Debate  “Was Tsar Nicholas II an autocrat or a tyrannist?”
The debate should be facilitated by the teacher and encourage students to think
deeply about the actions of the Tsar in comparison with their knowledge of the
actions of modern leaders

Any additional information they have sourced can be added to the Google Drive
ICT Activities if students finish their work early.
Week The nature of Research Students can look at Russia as the least progressive Superpower in comparison
the decline and MH11-1 with their counterparts
4 fall of the MH11-2
Lesson Romanov The Edict of Emancipation (1861)
Dynasty, Reading Article Russian Life. (2018). Emancipation Edict. Retrieved from
10 including: https://russianlife.com/stories/online-archive/emancipation-edict-alexander-ii/
- the develop- Teacher should question what this Edict was issued for. Searching for student
ment of responses such as:
opposition  Increased taxes meant serfs could not afford to grow produce on the
to the land  no food to eat in Russia  alleviation of taxes means money to
 Romanovs grow produce

Workbook Students will answer questions provided by the teacher such as:
activity  Could the Edict have contributed to the eventual Revolution?
 How might the Edict have given Serfs the confidence to begin fighting for
their rights?
 Would the effects of the Edict impacted on the Revolution? Explain.
Week Focus Study Students participate in a lesson focusing on the political parties of the Empire.
MH11-3 Consider the Political groups of Russia after the 1905 revolution
4 MH11-6  Bolsheviks
Lesson  Mensheviks
 Proletariat
11 Aural/Visual
Learning Students will focus on the event of Bloody Sunday – 1905
Students view video ‘22nd January 1905: Bloody Sunday Massacre in Saint
Petersburg’
HistoryPod. (2016, January 21). 22nd January 1905: Bloody Sunday massacre in
Workbook Saint Petersburg. [Video File]. Retrieved from
Activity https://www.youtube.com/watch?v=9Jxzolu4Vbo
Students will outline the impact of the Bloody Sunday march in their workbooks.

The October Manifesto

Document should be printed and given students
Alpha History. (2014). The October Manifesto. Retrieved from
https://alphahistory.com/russianrevolution/october-manifesto/

Spartacus Educational. (2016). October Manifesto. Retrieved from

http://spartacus-educational.com/RUSoctober.htm
Creation of
Manifesto Students will then create their own manifesto as a class that could have perhaps
prevented the public opposition to the Tsar. Students focus on Tsar Nicholas II
failure to address the problems in the country.
Inquiry
Questions Students will answer the following questions:
  How might public tensions have been diffused?
 What could the Tsar have done before the Bloody Sunday marches to
prevent the massacre?
Week Article Analysis Students are to analyse the following article and collate five reasons why the
MH11-5 Russian public had a distaste for Tsarina Alexandra
4 MH11-7
Lesson MH11-9 Koruth, M.A. (2005, March). Russia’s Would-Be Masters. The Atlantic Global.
Retrieved from
12 https://www.theatlantic.com/magazine/archive/2005/03/russias-would-be-
masters/303878/

Students are tasked with reading one of the following articles individually (10
Reading minute timer).
Activity  Encyclopaedia Britannica. (2018). Grigori Rasputin. Retrieved from
https://www.britannica.com/biography/Grigory-Yefimovich-Rasputin
 Russiapedia. (2018). Prominent Russians: Grigory Rasputin. Retrieved
from https://russiapedia.rt.com/prominent-russians/history-and-
mythology/grigory-rasputin/

Think, Pair, In a two-minute “Think, Pair, Share” activity, partners will collate ideas about
Share Rasputin’s interaction with the Romanovs.

Teacher will play the following song

Aural/Visual Carrie S. (2006, February 21). Boney M – Rasputin. [Video file]. Retrieved from
Learning https://www.youtube.com/watch?v=kvDMlk3kSYg

Class discussion using the following questions:

Discussion  What does this song tell about Rasputin’s experience with the Royal
Family?
 What evidence does it provide why the public referred to him as the
‘Puppet Master’ of the Tsar and Tsarina?
Week The nature of Lesson focus on Russian contribution to WWI
the decline and MH11-3
5 fall of the MH11-4 Information Teacher provides information of Russia’s progress in WWI which will answer the
Lesson Romanov MH11-7 analysis inquiry questions:
Dynasty, MH11-9  Who were their allies?
13 including:  Did they invade any countries?
- the role of  Did they lose any territory?
World War I
in the Teacher can lead class discussion with the following questions:
collapse of Brainstorm Students will brainstorm on the whiteboard/smartboard
the  Why might Russia have pulled out of the War?
Romanov  What do you think this may mean for the Russian people?
Dynasty  Would the social, economic and political grievances have led to Russia’s
failure in WWI?

Students will participate in a debate. The class is to be divided into two groups;
Debate the teacher will be the host.
The following question will be posed:
 “Did Russia’s involvement in World War One interrupt the social
revolution or accelerate the violent revolt?”

Comparing the Russian borders pre and post war on devices.

ICT Resource Using resource:
Nicholas and Alexandra. (1999). The Russian Empire in 1913. Retrieved from
http://www.nicholasandalexandra.com/virtual1999/russmap.html

Week Stepping into Students will participate in a “Stepping into the Scene” activity
MH11-4 the Scene The teacher will take students to an outside space (preferably a sports field or
5 MH11-7 bare area)
Lesson MH11-9
As this lesson is all about the role of WWI in the collapse of the Russian Empire,
14 students will engage in historical imagination by listening to the teacher’s
questioning.
 Teacher will pose the questions to the students:
 “What would you have done if you were there?”
 “What does the atmosphere feel like?”
Students share their answers aloud

Creating News Students will then compile a news report in a collaborative Google Doc about
Report the Russian experiences of World War 1.
Questions to think about:
Do you think Russian soldiers would have been willing to fight for their country
during WWI?
Do you think Russian soldiers would have been proud to represent their country
during WWI?
Week The nature of Lesson focus: The February Revolution
the decline and MH11-1 Aural/Visual
5 fall of the MH11-4 Learning Students watch short film on projector:
Lesson Romanov MH11-7
Dynasty, The Great War. (2017, March 9). The Russian February Revolution | THE GREAT
15 including: WAR [Video file]. Retrieved from
- the transfer https://www.youtube.com/watch?v=5SyO5E0MBz4
of power
from the Fast Facts Using the following article, students will compile 10 facts about the February
Romanov Revolution in their workbook.
regime to McElvanney, K. (n.d.). Reporting the Russian Revolution. The British Library.
the Retrived from https://www.bl.uk/russian-revolution/articles/reporting-the-
Provisional russian-revolution
Government
Viewing The students will view a short slide show (prepared by the teacher) on the
Presentation Russian Revolution of 1905. This occasion is a key cause of the Revolution of
1917. Therefore, students will look at this event through the frame of origins of
the Empire prior to the revolution of 1917.

Source Students will then complete the source analysis and combined questions
Analysis and (attached under unit). This work will be relevant for preparation of the next
Questions lesson’s activity.
Week Lesson focus: The October (November) Revolution
MH11-1 Students watch short film on projector:
6 MH11-4
Lesson MH11-7 Aural/Visual The Great War. (2017, November 9). The Russian October Revolution 1917 |
Learning THE GREAT WAR [Video file]. Retrieved from
16 https://www.youtube.com/watch?v=2uoLosVCkls

The students will engage in their November style Revolution. They will be
Role Play allocated a role by the teacher to either be a:
 Peasant
 Serf
 Member of Okhrana
 Member of Tsar’s government
 Member of the Orthodox church

They will have a short amount of time to create a poster with a Russian
Poster Making translation used from the source work in the previous lesson with a grievance of
their choice.

Protest Students will perform their (non-violent) Protest in the quad.

Performance

Week A relevant Students will investigate the execution style deaths of the Tsar’s family.
historical MH11-5
6 debate or issue, MH11-6 Aural/Visual Students will view the following video 12 minute video:
Lesson for example: Learning ‘Russian Revolution in 10 Minutes’ retrieved from:
- the John Ruddy. (2017, October 29). Russian Revolution in 10 Minutes. [Video file].
17 execution of Retrieved from https://www.youtube.com/watch?v=dGNaSgZgUAs
the
Romanovs; Article Analysis Students will then read “The Last Days of the Romanovs”
Walsh, E. (1928, March). The Last Days of the Romanovs. The Atlantic Global.
Retrieved from https://www.theatlantic.com/magazine/archive/1928/03/the-
last-days-of-the-romanovs/303877/
 In a “Think, Pair, Share” the students will evaluate the deaths of the Romanovs
and be prepared to contribute to a class discussion.

Teacher will host a class discussion on:

Class  Why might Nicholas have been so worried about Alexei’s death?
Discussion  Do you think the family was set up?
 Why do you think the Red Army took so long to execute the family?
Remember that the revolt occurred in Oct/Nov 1917 and the deaths
occurred in July 1918
 Was the photography session the perfect opportunity to assassinate the
Romanovs?
Week Students will investigate the aftermath of the executions by viewing this video:
MH11-3
6 MH11-5 Aural/Visual Benjamin Pinto. (2016, November 19). (National Geographic) Mystery Files: The
Lesson Learning Romanovs [Video File]. Retrieved from
https://www.youtube.com/watch?v=8YEZ2geMaNw
18
Question A question sheet for students to complete whilst viewing will accompany this
Activity Sheet short film.

Teacher will speak about the discovery of remains in 2007.

Short Teacher Article about the bones found of the Romanov family
Lecture Edel, A. (2017, July 10). The Remains of the Romanovs. The New York Times.
Retrieved from https://www.nytimes.com/2017/07/10/opinion/red-century-
russia-romanov.html
In drawing the unit to a close, this article should get students to consider the
nature of history as relevant and enduring.
 Resource 1 Table Trivia Card Game – left card is terminology specific to unit, right card is definition

TSAR EMPEROR

LEGISLATIVE
DUMA BODY
INDIVIDUAL BELONGING

SERF TO PARTICULAR LAND

OWNER, PROVIDING
MANUAL LABOUR

SECRET
OKHRANA POLICE
PUBLIC/POPULAR CAUSE
GRIEVANCE OR CIRCUMSTANCE FOR
COMPLAINT

PEASANT
WORKER OF
THE LAND
 ADVOCATES FOR
BOLSHEVIK SEIZURE OF
EMPIRE POWER

WORKING
PROLETARIAT
CLASS
GOVT. WHERE ALL
AUTOCRACY SOVEREIGNTY IS WITH
A SINGLE RULER

GOVT. ELECTED BY
DEMOCRACY THE PEOPLE

DELEGATED COUNCIL
SOVIET OF WORKING CLASS
REPRESENTATIVES

SOCIAL SYSTEM
COMMUNISM PROMOTING EQUAL
OWNERSHIP
Resource 2: Comparative Experiences of WW1
Using your device you are to research, in small groups of 3-4 people, the
following statistics for each entity between 1917-1918
Superpower: Population Military Military Civilian
Deaths Wounded Deaths
Russia

United States

Great Britain

Germany

Japan

What do these statistics indicate about the consequences of war for the
Superpowers?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Do these statistics provide some insight into the downfall of the Empire?
Explain.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
 Analysing Sources

Source B “Anarchy will be defeated by

Source A “The Socialist Revolutionary Party – Democracy”
Only in battle will you obtain your rights!” Panfilova, V. (2017, November 5). Russian Revolution: Ten
Panfilova, V. (2017, November 5). Russian Revolution: Ten propaganda posters from 1917. BBC News.
propaganda posters from 1917. BBC News. Retrieved Retrieved from
from https://www.bbc.com/news/world-europe- https://www.bbc.com/news/world-europe-
41833406 41833406

Source C “Memo of the People’s Victory”

Panfilova, V. (2017, November 5). Russian Revolution:
Ten propaganda posters from 1917. BBC News.
Retrieved from
https://www.bbc.com/news/world-europe-
41833406
 SOURCE QUESTIONS
Answer the following questions for each of the sources in your
workbook
1. Explain what is being depicted visually in the source (the
English translation may assist you).

2. What attitudes might this source convey in relation to the

Russian Revolution 1917?

3. Is there evidence captured within the source about attitudes

toward the Tsar and his Empire?

4. How useful is this source for students studying the downfall of

the Russian Empire?

BONUS QUESTION
Source D is a satirical depiction of the
Russian Social Classes. Can you guess each
tiers title?

The teacher will share the answers with

you later…

___________________________
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