That way it will help us more and make this forum section more active
There you go, this is now the revs question thread :)Legend
In regards to the Enlightenment, if the point of the enlightenment was to critisise the ancient regime which would indirectly mean it would weaken pirvledge as it was agaisnt it, why did Nobilities participate in these discussions if it questioned their privledges and wealthy which they enjoyed and wanted to keep?
How was their a growth of the burgoisese (dont know how to spell it) when there were falling crop prices? Is it because they had business from privledged estates from them becomings tradesmans etc?
"For a group which constituted such a tiny proportion of the nation, in fact, the nobility played a disproportionately large role in its cultural and intellectual life; and in so doing they helped to elaborate many of the ideas which were to inspire the revolutionaries of 1789 and the ensuring decade. In 1788, this 'liberal' minority, many of whom had their minds opened by what they had seen while serving against the British in America, viewed the collapse of the old government as an opportunity to introduce reforms and innovations that they had been talking and dreaming about for years." Origins of the French Revolution, 127.
Regarding the exam on a general level, how do you/did you chose what you would memorise historian's interpretations for?Hi there madic! So, not sure how useful my advice will be given I did Revs with the old study design, but I'll try my best.
At the UniMelb VCE Winter School a lecturer recommended 2 for each thing listed on the study design, but this just seems overwhelming. Especially since I haven't really found many sticking due to knowing the confines of both of my AOS1 SACS (e.g. for Source Analysis we were told 5 possible topics the SAC could be one, so I memorised a couple of quotes for each).
I'm doing America and China if that is of any help.
Really any help regarding memorising historians would be fantastic!!
Regarding the exam on a general level, how do you/did you chose what you would memorise historian's interpretations for?
At the UniMelb VCE Winter School a lecturer recommended 2 for each thing listed on the study design, but this just seems overwhelming. Especially since I haven't really found many sticking due to knowing the confines of both of my AOS1 SACS (e.g. for Source Analysis we were told 5 possible topics the SAC could be one, so I memorised a couple of quotes for each).
I'm doing America and China if that is of any help.
Really any help regarding memorising historians would be fantastic!!
For the russian revolution (haventt studied tthe 1917 revolution) but why did the bolshevicks attack kournalov and agree to do what kerensky said if he was apart of the provisional govt
Unsure about a few dot points in the study design for the Russian Revolution:
1. How did the formation of the Mensheviks and Bolsheviks contribute to the outbreak of revolution?
2. How did the dual authority contribute to the outbreak of revolution?
3. What is liberal reformism and revolutionary populsim and how did it challenge the existing order?
Any help is appreciated, thanks! :)
1. both of them were fairly radical factions that were much more ready for a people's revolution when compared to others at the time, like the kadets, who were only angling for a constitutional monarchy. the mensheviks and bolsheviks basically offered to give the power to the people, which is a pretty compelling argument when you're a peasant or factory worker in tsarist russia with no control over your situation. so their formation gave the people a rallying point, organisation for their discomfort in regards to autocracy, and a more directed agenda (not so much in 1905, but definitely in 1917).Thank you! :)
2 – dual authority meant that the provisional government had 'authority without power' and the petrograd soviet had 'power without authority.' because of this split, neither had enough control to enact any reform or social change, nor were they particularly ready to work together. therefore the issues plaguing society prior to the feb revolution (aka economic crisis, whole involvement in wwi situation, etc) weren't resolved, which meant that the people were still receptive to the idea of revolution: if the provisional government couldn't feed and protect them, then somebody ELSE would have to – there was no reason for the revolutionary sentiment to lessen.
3. liberal reformism is not something i really have an adequate definition/explanation for, sorry. it's basically just what it says on the tin honestly: the reformists supported modern reform in russian society, which challenged the existing society because implementing reforms within the constraints of autocracy is pretty difficult to do without undermining tsarism itself. nicholas ii was also notoriously against reforms because he liked having a little bit of control of everything, so not only did the concept challenge the autocratic system, it challenged the tsar, if that makes sense?
revolutionary populism is a weird movement to describe: the populists were pretty much solely composed of the intelligentsia and believed that revolution would have to be generated organically by the people, specifically the peasant class. (and then they went out and told the peasants that and the peasants ignored them, yup. but the populists were the people behind 'the people's will,' so they did have one big moment when they managed to assassinate tsar alexander ii! which is cool for them but also not part of our study design so nobody really cares that much tbh.) again, challenged the existing order because ... you can't have a socialist revolution and not impact the autocracy. it was challenged by the belief of these educated (that's pretty important) people that the peasants should be able to have the control that was currently resting with the tsar – there's not really any middle ground there omg. hopefully that's not super confusing?i've got much clearer definitions in my notes at school oops, so i might edit those in tomorrow (:
is it helpful to look at past exams and try to guess the topic or at least eliminate what won't be on the coming exam? For example, last year there was a question on the Cheka for Russia, so it mostly likely won't be on the exam this year.My two cents:
it would have been counterproductive for the bolsheviks to allow the provisional government to be toppled (by anyone other than themselves, that is) because they were made much stronger by the government and military being at odds with each other. they had a better chance of overthrowing the provisional government than the whole army, basically.
'The Bolshevik alternative was to vest both managerial and control powers in the state'Yep, so during this time, the Bolsheviks were establishing and running State Capitalism. They'd inherited a country that was essentially in financial ruin - it was crippled. They were fighting a very costly war (like, there were still a million or so soldiers on the Eastern Front at the end of 1917), the industrial sector was basically non-functioning because of strikes, the train/transport network sucked big time, and they were struggling to feed people in the cities.
So this was the bolsheviks response to factory commitee leaders attempting to impose their syndical model (where workers union control the means of production). My question is does this mean lenin instead wanted to the industries and factories to be controlled by the government instead of the workers which angered left wing people in his party
Does anyone have/know where to find a list of practice essay questions?
I'm just wondering, for Section A questions 2 and 3 (the 10 markers) do we need to include historians in our responses?Hi there!
I've heard mixed answers from my teachers, lecturers, and other students and I don't know whether to be safe and include them or save myself time memorising other pieces of evidence.
Thanks :)
These questions began with the command word ‘explain’ and students should have focused on using primary sources and historical interpretations as evidence to support an argument about the consequences of the Revolution. The highest-scoring answers presented an array of detailed and precise evidence from primary sources and historical interpretations. Answers should always include dates for named legislation or events, and many students placed this in brackets. Some responses included evidence from historical interpretations, but this often disrupted the flow of a tightly controlled argument. The highest-scoring answers began with a one-sentence contention or outline. This helped to focus the response and keep the supporting details focused on the question. High-scoring answers also tended to either use paragraphs or signpost phrases to announce the start of each point and organise the steps in an argument.
Its strength is also the presentation of detailed evidence from primary sources and historical interpretations that is weighed carefully in the construction of the argument.So - if you can do it well, from this, I'd say put it in! Why not maximise your marks? Imo, seems like you could still score a high mark with a well written piece (making sure you're focusing on answering the question, not just explaining events) without a historian viewpoint, but I'd argue that as long as you can fit it in well, it'd enrich your piece. The thing about Revs is that it's so important to nail how you answer questions, so I guess you need to ask yourself whether including the historians is gonna make your answers of better quality, or whether it won't.
I'm just wondering, for Section A questions 2 and 3 (the 10 markers) do we need to include historians in our responses?
I've heard mixed answers from my teachers, lecturers, and other students and I don't know whether to be safe and include them or save myself time memorising other pieces of evidence.
Thanks :)
With America AOS2, would you count the key knowledge regarding 'economic development' as the actions of Robert Morris (e.g. organising loans from international banks and banning Congress' paper notes)?I have very limited knowledge of the American revolution, so hopefully someone can answer specifically! But, from the principles of revs that I know, these seem fine. As long as you have something to write, and you think that you can back yourself up (particularly relating it to the consequences of revolution), then you're all good. :)
Or the ability of Congress to tax under the Constitution (replacing their powers w/ the Articles of Confederation) and states being unable to coin money?
Is there more that I am forgetting?
Can someone explain Witte and Stolypin's roles in creating revolutionary tensions for AOS1 Russia please? :) :)Witte was the minister of finance up until 1903. His task was to ensure Russia modernised in the most efficient and quickest ways possible. One of the ways he did this was through setting up factories in the cities and his trans siberian railway (21 july 1904). Witte attempted to modernise Russia through incentivising capital inflow from allied nations or foreign nations, this was achived by the low wages and long hours worked from the people. His modernisation created a growth in workers moving into the capital with the hope of improving their lives, the growth outmatched the cities ability to provide homes for the workers meaning the firms provided housing for the workers. This resulted in firms taking advantage of workers. A 1904 survey found that there were on average 16 people per aparetment with 6 people per room. Likewise the factory managers made workers work long days and week (12 hour days) in unsafe and unhygeninc conditions where people often got injured. This would hgrow a proletariat class suspectible to revolutionary ideas as their lives was a misery and they thoughtber their lives would improve but it only got worse
Hey i was just wondering for the russian revolution, how did the provisional government have a middlclass parlimentary democracy and why do utalk about think when answering the question 'how did the formation of the provisional government in Feb 1917 contribute to the developmentt of the russian revolution'?Alrighty, so, to answer the middle class stuff - all you have to do is look at the make-up of the PG. The core was drawn from a provisional committee of Duma deputies. It first had 12 ministers - seven Kadets (one of these being Miliukov), the first prime minister was Lvov (a wealthy landowner and also minor royal, I believe), and the only true socialist was Kerensky (an SR).
This is in the Study Design for AOS2...Hey, I didn't do France, but I hope I can give some help regardless :)
How did the new regime consolidate its power?
I was wondering how you would answer this for the French Rev? Like through the Terror, Committees of Public Safety/General Security? That kind of thing or? ???
Can someone explain the social and economic inequalities for China AOS1 as a cause of the Revolution?So, I admittedly don't know how things have changed with the new study design, but I reckon that whilst it's important to know this, it'd be pretty stiff if you got a question specifically on the inequalities.
I have very little on this and have stupidly ignored it because I assumed I'd have to incorporate the Qing (obviously outside of the Study Design) in it :(
Hey Commando!Just reading it now and just thought i'd add onto this. Not all feudaliism was abolished since some feudalist things, the landowner or noble had to be first compensated before the feudal due was removed
I think the key point here is that not all nobles enjoyed and wanted to keep these privileges. There was a small minority of nobles - 'liberal nobles' - that weren't happy with the current system. These nobles looked towards England as a model of what France ought to become, i.e. a constitutional monarchy. Essentially, they learnt to challenge these traditional structures and to believe that a better society was possible.
There were actually instances of nobles 'giving up' their feudal rights and privileges. This led to the abolition of feudalism entirely on August 4th, 1789.
Quite a few historians have touched on this subject, so it's worth having a read around for anything of significance! I'll leave you with this quote from Doyle which I think explains it quite well:
In regards to your second question, I'm not quite sure what you're asking. Could you maybe elaborate? :)
The other one I am stuck on is "how did the consequences of rev shape new society" for America?
Is this referring to particular events/individuals/ideals that had an impact on revolution or? ???
Thanks in advance...! :)
Just wanted to say good luck for tomorrow guys, you'll all smash it!
Send through any last minute questions if you have them tonight, but I won't be able to answer any questions tomorrow until a bit after midday as I have an exam myself :)
Please come back and discuss the exam afterwards, btw :) There should be a thread for it.
appreciate your commitment and kindness man! We shall all kill the exam tomorrow!Not a single issue, always happy to help the revs fam :)
Not a single issue, always happy to help the revs fam :)
anyway, while youre at it - could you give me some main events or points that feed straight into the cult of mao? thanks, man.Sorry about getting to this late :)
Just wanting to bump this for any Revs students out there who might be wanting some help or advice :D
I'm happy to help with questions about the Chinese and Russian revolutions :)
Hey, so i’m studying Russian Revolution right now. I have my first sac this friday. I need help with knowing what and how many as well as who for the historian quotes to memorise. Also, if you have any memorisation techniques, that would be great.Revise generic views of a historian over quotes. Quotes can get dicey and hard to recall under pressure, so only use the ones that just STICk very easily, for others its easier to say 'Figes contends that x' or 'Acton poses y'
Thank! Appreciate your help in advance.
There you go, this is now the revs question thread :)
HI there!
I'm doing Revs as a 3/4 in year 11. I was wondering, in reference to study notes for sacs, what details or subheadings should I put my information under? How should I balance out the information, and how much notes should I wrote? Should I heavily explain concepts or add in a lot of evidence? What sort of information should I study most.
All help appreciated! :)
I organised my notes under four headings:
1. People
2. Movements
3. Events
4. Ideas
[...]
Feel free to ask any more questions :)
Hey!
Thanks for this. Really apprieciate it.
I was wondering if you could elaborate on what exactly you put in those four subheadings, and what exactly does 'ideas' subheading mean?
This is an example of one of my notes that I formulated for my first sac:
Bloody Sunday
• When: 9 Jan 1905
• What:
o Follow St. Petersburg workers strikes (120,000 ppl – 3-8 jan)
o Father Gapon led workers to present peaceful petition to tsar for:
Income tax
Trade union rights
Eight hour working days
• Result: troops attacked mobs
o 200 killed
o 400 injured
• Consequence: tsar blamed + not trust
• Historian quote: “The Monarchy’s fate hung by a thread” – Robert Service
Do you have any suggestions on what to exclude/include? Also, is there any relevant tips on studying revs that you can offer? In my case, I can understand the content, but knowing how much and what specifically to know is what I'm confused about.
(BTW: I'm doing the Russian and American revo)
Thanks! Much appreciated.
Hi there again.
Do you know where I can find resources such as extra readings or documentaries that would help me expand my knowledge on the revolutions (without having to pay for books)?
Thanks! I really appreciate your help.
Hi there again.Like TSO said, alphahistory is a great resource :) Apart from that, I'd ask your teacher for recommendations! They'll probably have a heap of extra stuff they can give you.
Do you know where I can find resources such as extra readings or documentaries that would help me expand my knowledge on the revolutions (without having to pay for books)?
Thanks! I really appreciate your help.
Just wanting to bump this for any Revs students out there who might be wanting some help or advice :D
Just wondering if you have any tips for answering sac/exam questions?In terms of answering such questions, I have always found that the best way is to be both concise and analytical, and give detail on how events lead to certain reactions, and how that lead to an overall effect of whatever, rather than just giving a narrative of the original event. It is also hugely important to develop a clear contention from the very beginning and incorporate a range of historians views and primary evidence. Also, I think it was mentioned previously as well, but if you check out the examiners reports etc on the VCAA website, the average mark for 10 mark questions is only 4 out of 10! This means that if you nail the structure and can get even 6-7 out of 10, you already have a huge advantage over the rest of the state!
Is anyone else out there doing the American Revolution??
I didn't go too well on my first sac. it was a source analysis out of 20 marks and I got 75%, but my next sac is coming up and its an essay which I can hopefully do better in. Source analysis always stuffs me up.
I didn't know the average marks for a 10 mark question was 4. I got 8/10 on my last sac for the last source analysis question.
I'm trying not to do that thing where I stress over the study score and just focus on my marks but its haunting me haha. I really wanna do well in revs. I'm not even sure what grades I should be getting to get a high SS.
With a mark like 75%, I don't think you did bad at all for your first SAC!! We have already done two SAC's, one a extendented answer and the other an essay. I did some last minute cramming (I am such a bad procrastinator!!) and think I did alright, but we haven't got our marks back yet.
Glad to find someone else who will be doing the American Revolution! Did you get to choose what revolutions you wanted to do or did the school choose for you?
Honestly because i'm doing the 3/4 in year 11 my brain is just like 'discard all the other subjects and do history.'
The school actually chose for me. They decided on Russia and America because theres less units to study and its more straight forward, i'm pretty sure.
Hows revs going for you? It was a pretty big jump from year 11 to 12. There's so much content to know, and the fact that extra reading is essential is a new thing for me, but I'm easing into it, I think. I think I finally got down how best I study.
Wow! Instant respect for doing a subject as hard as history revs in year 11! I am finding it tough enough doing it in year 12!
I also did a units 3/4 subject in year 11, and found that it was quite rewarding. I managed to get over 40, and now it kinda motivates me through my current studies because it reminds me what I'm capable of.
All the best in your studies, and another congrats for doing 3/4 in year 11!
Hey guys, hate to be a buzzkill but it'd be great if you could keep discussion on topic as this is a question thread :) Feel free to continue chatting away over PM or in a more general thread such as the Class of 2018 discussion thread.
There you go, this is now the revs question thread :)
Hey guys, hate to be a buzzkill but it'd be great if you could keep discussion on topic as this is a question thread :) Feel free to continue chatting away over PM or in a more general thread such as the Class of 2018 discussion thread.
Hi there.Use lot's of Historian quotes and make sure they link in well with your assertions. Also use as much knowledge such as dates, people and places in your paragraphs. Not only will it increase your word count but it will get you lot's of marks. In my first SAC I got 41/50 and my quotes were pretty meh but I used a ton of knowledge in mine.
I'd just like to ask if anyone has any tips on essay writing.
Use lot's of Historian quotes and make sure they link in well with your assertions. Also use as much knowledge such as dates, people and places in your paragraphs. Not only will it increase your word count but it will get you lot's of marks. In my first SAC I got 41/50 and my quotes were pretty meh but I used a ton of knowledge in mine.
Good luck.
Hey guys,Absolutely! :)
I'm a yr11 student doing revolutions this year. I scored 100% for both of my Unit 3 Outcomes (my class average is around 80%), HOWEVER, I stuffed up my first unit 4 Outcome...
So I'm just wondering, is it still possible for me to get a study score of 40?
Thanks!
Absolutely! :)
Been a few years since I did revs but I was in a very similar (almost identical) situation to you after my first unit 4 SAC and I got a study score of 45. If you're highly ranked in the class by the end of the year, and do well in your exam, you're all set! Don't worry too much about this SAC, just use it as a learning experience and motivating factor to drive you through the remainder of the year.
All the best!
Hi all,Hey there. I think the best person to ask is your teacher! They'll probably have a stack of practice questions they've written hidden away somewhere and they also probably have access to a fair amount of resources. People are limited with what they can supply on ATAR Notes - company practice exams can't be distributed as it breaches their copyright. Might be worth having a gander at the Notes section of AN (you'll find this up the top of the page!) to see if someone has uploaded self-made questions/resources :)
Was wondering if anyone has any resources or access to practise exams for Revs (speficically China and Russia) since the new study design has only been out for 2 years- and other than the 2016, 2017 exam and the 2018 trial exam on the VCE Revs site, there are no other practise exams which you can do! (Also checked online but only ones I found are regarding the old study design.)
Hi,Hey there - I did revs a few years back now but the way my teacher approached it with us was to have a number of quotes that could be applied broadly to a timeframe, rather than a quote applied to each event. Rather than focusing on a historian's specific viewpoint on a particular event, see if you have quotes that are a bit more broad and comment on the overall state of things, because then you can elaborate on that as you're writing. Saves yourself a lot of memorising :)
There are so many sub points for each AOS that even if I get a quote for each that's like 100 quotes to memorise. I'm willing to do this to cover all grounds, but of course whatever topic the exam selects for a question you may need more than 1 quote to support. I don't know how to approach it so that I have enough quotes for the likely topics and not waste my time with other topics. I'm not sure if this makes sense, but can someone offer advice on how I should select what quotes to memorise (+amount)?
Thanks!
How do you actually answer the History exam... In Section A you chose 1 revolution, and you answer every question on it? And for B you chose another and do the same?Hey! So you've got the nuts and bolts of it. Did you discuss in class which revolution you'd do for which part?
I know this is a stupid question, but our teacher never explained how to answer and doesn't reply to emails. The exam looks so terrifying...
Hey there!Hi :) Honestly my biggest tip is practicing answering exam questions. Use past VCAA exams and ask your teacher if they have any questions that they've created or have access to. Make sure you're good with the timing of the exam, so start off answering the questions without time pressure, then add in the time limit.
Exam is coming up so I was wondering if there were any tips on studying for it. How in depth should you know about the content?
Thanks!
Hey!I'd have a chat to your teacher. They should have access (or be able to get it) to the non-restricted versions of the exams :)
Thanks for the tips!
In reference to practise exams, I was wondering something. The exams have a copyright restriction, so I am unsure of how to go about handling, for example, this:
(added as attachment)
Hello again. xD.My biggest tip is just to practice, practice and do more practice! Also try cutting down your words - I found early in Revs that I took a bit of time to get to the point. It requires a bit of a different writing style to English. The examiners are going to reward you for the points you get across, not the flowery nature of your language. If you've used a whole sentence to say something (or sometimes as I found, not much!), maybe see if you can cut down some of it and even see if you can get more functional words in there (i.e. words that provide a point/info).
I was worried about the timing of the exam. Because theres limited amount of time to write each piece, I was wondering how to fit the amount of information I need to get across my points to get a high mark without being able to write a lot and not leaving out detail. Im worried I wont be able to finish in time or to a satisfactory level to do well/get a high mark.
Does anyone have any tips on how to handle this?
Hello, with reference to the time constraints of the exam, just wondering if their is anyone who suffers the same "problem" of messy handwriting when writing pieces in the time limit?My writing was super messy because of how fast I wrote and I remember talking to my teacher about it because I was so worried - you won't get marked down for it. If the examiner can't read your writing, the exam just gets passed to another person who can read it.
My teacher has said examiners aren't a fans of quick, messy handwriting which can distract them from the quality of your ideas, but part of me fails to see how people can write with immaculate handwriting under such time constraints.
Hey fellow historians,
Does anyone know if we need to know Stalin's 'First Five Year Plan' for Russian Revolution AOS2???
Thanks in advance :P
So I've heard that they wont ask us about anything that has already been covered in the exam in the current study design, is this true and does it include the NHS exam aswell
For France, I've heard different things about the meaning and definition of the don gratuit. What is it? My teacher and Edrolo contradicted themselves.
Thanks!
What is/are zemstvas (Russia)? It/they appeared in the teacher's information and I don't have the teacher on hand to ask.My understanding is that zemstvos were an institution of local government set up after emancipation in 1861. Probably the equivalent of your local council or something.
Thanks!
My understanding is that zemstvos were an institution of local government set up after emancipation in 1861. Probably the equivalent of your local council or something.Thank you! Will add to my notes.
Thank you! Will add to my notes.Unsure of their significance within the Revs study design as it's changed since I did Revs and the Russian area of study is longer now. But I imagine they would have been dissolved by the Bolsheviks as the zemstvos would have mostly consisted of the nobles/bourgeoisie. Best to ask your teacher whether they're a key thing to know or not. :)
Unsure of their significance within the Revs study design as it's changed since I did Revs and the Russian area of study is longer now. But I imagine they would have been dissolved by the Bolsheviks as the zemstvos would have mostly consisted of the nobles/bourgeoisie. Best to ask your teacher whether they're a key thing to know or not. :)Seems they come up a bit, so I dunno. Just wanted to know, figured the actual Russian words would be better than 'council' or something.
Hi! This might be a silly question but is there any way to access the sources on the vcaa exams that are not supplied because of copyright? Thanks!
To what extent did the Bloody Sunday massacre contributed to the Tsar’s decision to issue the October Manifesto in October 1905.
You could mention the people's loss of faith in their leader (hence the name 'Bloody Nicholas') or the subsequent rise of revolutionary sentiment (as it was the largest strike and resulted in strikes in solidarity). On the flip side, you could mention the Russo-Japanese War as another event that influenced the creation of the Manifesto.It did! Thank you!
Sorry, that was pretty basic, but I hoped it helped. Good luck :)
Hi folksI think best thing is to see what your general plan would be and we can see if we can add to it! What are your thoughts on how you'd address this?
Not sure how this forum works, but I'm looking for advice for writing an extended response for China AOS1.
Our teacher has signalled that the timeframe of our SAC will be between 1912-1934. The teacher also alluded to the idea that the extended response will generally be surrounding Sun Yixian's three principles and their survival (or not) with regards to the Early Republic Era and the Nationalist Decade. Here's an example of the kind of question we may be asked.
'Despite the failures of leadership in the Early Republic, not all of Sun Yixian's ideals were lost.' Discuss (20 marks)
I have a plan but would appreciate any advice! Cheers.
CHINESE REVS AOS11. Not really sure of your timeframe here - are you talking about how the nationalists were defeated in the civil war, leading to CCP control?
Hey guys, looking for help on these two questions:
1. Analyse the role of Jiang Jieshi (Chiang Kai-Shek) in the defeat of the Nationalist Cause (10 marks)
2. ‘The Nationalist Decade (1927-1937) can be seen as a golden phase for China.’ To what extent do you agree with this view? (20 marks)
Any help is appreciated, thanks!
Wondering if anyone has used the HTAV Study and Exam Guides, and if so would you deem them to be worth the $27? If not does anyone have other resource recommendations? I'm doing France and Russia but happy to hear feedback in general. I'd planned using the State Library for exam resources but that's obviously off the cards for this year....I've not, but there's some pretty decent free notes out there (on AN) for both France and Russia. Other than that, dunno about any other resources.
Who were the Cossacks? (Russia)
Why is it called the February Revolution when the Tsar abdicated March 1? (Russia)
Hey I hope this thread is still active. Just have some quick questions regarding the study design for France, I'm kinda confused over exactly what they mean for some points of the study design.Hey-
Eg, One point of the study design is 'the abolition of absolute monarchy and privileged corporations' what does this mean? Would this be the execution of Louis or the formation of the National Convention?
Same for:
- 'the scale of reforms envisaged by the revolution' (what is this? would it be the church reformation, and all the economic/ political reformation undertaken by the Constituent Assembly?)
- 'the introduction of popular sovereignty and representative government' what do they mean?
- ' Internal divisions over the aims of the revolution' (would this be the different political clubs and the mountain vs Girondin split?)
- 'the abolition of feudalism'
I hope that made sense, normally i base my notes around the dot points of the study design so it's kind of difficult when I dont know what exactly they are talking about. Thanks!!! :)
Hi! I've never asked a question here before but I am wholly confused about certain dot point on the French Rev study design.1. Privileged corporations - yes, the church, the feudal system, etc. And I think you're right about the 1791 constitution, not sure though.
FR - Consequences
1. abolition of absolute monarchy and privileged corporations
- wasn't it changed in AOS 1 with the fundamental principles (1789) of government or is this referring to the formal 1791 constitution which revised the role of the monarch? Also privileged corporations - what are these, the Church?
2. abolition of feudalism
I really have no idea with this one as I thought this was outworked through AOS 1 August decrees (1789) - is this the 1793 constitution? They got rid of feudal dues without compensation?
Thanks a million to whoever replies :)
random query, but is there a huge difference between the HTAV 'reinventing russia' textbook (the green one) and the second edition of the same book? I bought it second hand for next year, and didn't get the 2e edition, which is also indicated nowhere on the cover of the book but only on the spine :( hope someone can help!Can't tell you for sure but in my experience new editions (especially for hums subjects) are usually just fixing up past errors, maybe changing some formatting, and maybe adding in or taking away a few sections. Nothing dramatic. If your book is missing a section you can always photocopy it from one of your classmates books or something. I think you'll be fine :)
Can't tell you for sure but in my experience new editions (especially for hums subjects) are usually just fixing up past errors, maybe changing some formatting, and maybe adding in or taking away a few sections. Nothing dramatic. If your book is missing a section you can always photocopy it from one of your classmates books or something. I think you'll be fine :)
Also note, the previous edition of the France book has a timeline which I found very useful - if someone else has it and you can maybe photocopy or something, I would recommend it (if it's legal, course).
alright thanks! I was just worried when the France book (which is 2e) had a key individuals section and the Russia one didn’t
So I have got a big compilation of notes for Revs from past students (America), and I am having a hard time trying to digest a lot of content. Is there a way to retain this knowledge further (my teacher said that that writing would be a waste of time, as we have notes)
So I have got a big compilation of notes for Revs from past students (America), and I am having a hard time trying to digest a lot of content. Is there a way to retain this knowledge further (my teacher said that that writing would be a waste of time, as we have notes)I would say you should
What is the best way to right responses to SAC/Exam questions (for 5 marks)Revs has changed a bit since I did it, but I think the most important thing is to never get sucked into writing a narrative. Practice writing lots of responses so you get good at doing succinct and to the point responses that provide all the details necessary, but don't fall into the trap of just writing what happened - Revs is about understanding the significance of events and the consequences they had.
hello all,
just started History Revolutions unit 3&4 in year 11 and it is my only year 12 subject for year 11
i am just wondering for AOS1, are there any good notes or tips to find out how each revolutionary leader contruibuted to the American Revolution and Revolutionary War?
thanks in advance
Hi!
I did Revs early and I loved it, great to see other year 11s taking on the subject as well :).
Whilst I personally didn’t do the American Revolution, I would recommend you check out websites like Alpha History (this bit in particular: https://alphahistory.com/americanrevolution/american-revolution-whos-who/). It lists all the key individuals involved in the revolution (AOS 1 and 2), and provides a brief summary of their life and how they contributed to the revolution (for some individuals, you may need to draw your own conclusions). I found it really useful for the Russian and Chinese revolution.
In addition, your textbook will also likely have sections focused on individuals specifically, and if all else fails, ask your teacher!
Hope this helped :)
Is their a good method to write fluently and fast in Revs
With source analysises, how do you refer to a source more than once in a response? My teacher says i need to refer to the source multiple times throughout it, but i'm not quite sure how to do so.
Is their a good method to write fluently and fast in RevsKnow your content inside out and have phrases you frequently use. It helped me, anyhow. (Still didn't do well, but that was more from an awful, awful exam than anything else.)