Unit Overview

The Russian Revolution is the second topic studied in Modern History in Grade 11.  The semester long over-arching unit is titled ‘Ideas in the Modern World’ and focuses on national experiences in the Modern World [see Figure One].  Queensland is introducing a new senior assessment system, including new syllabi, from 2019.  I decided to design a unit plan for this topic because, unlike the French Revolution, this topic has never been taught at the school I teach at and therefore planning and resourcing of this unit is of higher importance than some other topics.

Figure 1: Overview of the scope and sequence of the unit within the Modern History 2019 Senior Syllabus

Intended learning outcomes:
The topic is covered over a ten week period, which includes three weeks of structured and guided inquiry (approximately twelve 50-minute lessons) and seven weeks of coupled/open inquiry.  In term one, students will have explored terms, issues and concepts related to the French Revolution and ideas in the modern world.  They also would have analysed, synthesised and evaluated historical sources and evidence to make judgments and form arguments.  Their responses will have focused on communicating meaning to suit the purpose of a short answer exam.  This topic (Russian Revolution) aims to build on prior learning from both junior History classes as well as the work of Modern History in term one.

  • Devise historical questions and conduct research associated with ideas in the Modern World
  • Analyse evidence from historical sources to show understanding about ideas in the Modern World
  • Synthesise evidence from historical sources to form a historical argument
  • Evaluate evidence from historical sources to make judgments
  • Create responses that communicate meaning to suit purpose (lower weighting)

Success Criteria

Students will:

  • Identify, locate and organise historical sources that demonstrate different perspectives on the Russian Revolution (analysis of 4-6 sources will be required for submission but many other sources will need to be evaluated, including primary and secondary sources).
  • Devise a student-driven key inquiry question and 3-5 sub-questions.
  • Create a rationale that explains students’ thinking behind their topic.
  • Analyse and evaluate historical sources and evidence to show understanding of perspectives and interpretations.
  • Critical summary of evidence – reflect on decisions, judgments and/or conclusions.
  • Practice ethical scholarship (including referencing).

Unit Plan

Unit Rationale

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