Analysing Revolutions VCE Units 3&4 Brochure

ANALYSING REVOLUTIONS VCE UNITS 3&4

NEW EDITIONS

Delivering exceptional student resources with extensive teacher support.

Richard Malone Michael Adcock Trevor Sowdon Vincent Toohey Andrew Butcher

cambridge.edu.au/analysingrevs

With a range of new sources, the most comprehensive exam preparation available and extensive teacher resources, the Analysing Revolutions series has been revised and updated to provide the support needed for VCE success.

Available August 2021

STUDENTS:

Available June 2021

Available July 2021

Available August 2021

ALL THE TOOLS FOR VCE SUCCESS

Explicitly aligned to the new Study Design AREA OF STUDY 1: CAUSES OF REVOLUTION

Explicitly aligned to the new 2022-26 VCE History Study Design, these new editions continue to provide the very best support for students to prepare for their SACs and end-of-year exam.

CHAPTER 7 WAR WITH JAPAN, 1936–1945

7.10 Mao Zedong Thought (Maoism) Russian socialists were critical of Mao’s version of socialism, but it was more than his reliance on peasants as the vanguard of the revolution. After all, Lenin had changed Marx’s spontaneous mass revolution into a planned event led by one party. They were critical of Mao’s understanding of the nature of classes and the Marxist stages of revolution. They were especially critical of Mao’s emphasis on national goals rather than international ones.

Aspects of Maoism: 1 Mao seldom quoted or sought inspiration from socialist writings. He was more inspired by Chinese texts such as San Guo (Three Kingdoms), The Annals of Twenty-Four Dynasties, and Sun Zi’s (AKA SunTzu’s) The Art of War. He used these texts on the political manoeuvrings of Chinese rulers and their battle tactics to guide him.

AREA OF STUDY 1 CAUSES OF REVOLUTION

2 Practice overrides theory. Empirical evidence (what actually works) guided many of Mao’s actions. In a 1963 interview to a ‘foreign visitor’ Mao said: We [China] tried peasant uprisings; they failed. We tried a bourgeois revolution with Sun Yatsen [Sun Yixian]. But that didn’t work either. So what to do? We tried various forms of communism, too, various strategies. None worked. There really is no theory at all of what to do, no special theory at all. You have to think about the specifics of your own country. There is nowhere else to go.

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5.6 The explosion of popular resistance: The Day of the Tiles

Source 7.17 Sirin Phathanothai, The Dragon’s Pearl, Simon & Schuster, London, 1995, p. 194.

Updated and revised content The Analysing Revolutions series has been fully revised with updated sources, greater depth of content, up-todate historical interpretations and new engaging content.

Key knowledge areas such as events, individuals, groups and ideas, and key skills including source analysis are explicitly covered in this edition to align with the new VCE Study Design without overwhelming students with content they won’t be assessed on and retaining the accessible language used in previous editions.

Additional new historical sources

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Additional new historical sources have been added offering a range of engaging content for analysis. These include a range of primary sources (historical documents, speeches, images, political cartoons, paintings, videos of events), secondary sources and historical interpretations.

3 Contradiction was a theme of Mao’s. This was possibly a defence against his own theories being accused of contradiction.

KEY QUOTE

The Day of the Tiles was an important event that took place in 7 June 1788 in the regional city of Grenoble, which had a city government that was sympathetic to liberal and reformist ideas. The Day of the Tiles began as a protest in response to the king’s order to the parlement to register the May edicts; when the parlement did not register, the king attempted to send the members of the parlement into exile, but the revolutionary crowd was fully in support of the parlement’s stance, and took over the centre of the city and the Town Hall. After royal troops were sent in, the crowd retired to the roof of the building and hurled roof tiles onto the soldiers below, with deadly effect – four people were killed and some forty were wounded.

4 Violence was a key weapon in Mao’s arsenal. In stating ‘A revolution is not a dinner party … ’ and that ‘political power grows from the barrel of a gun’, Mao was not just being hypothetical. From his delight in witnessing the violence of the Hunan peasants in the 1927 uprising to his savage treatment of the dissident Futian Red Army officers (both in Chapter 4) and even his Rectification Campaign, Mao justified violence within his own party.  Source 7.18 A young Mao Zedong

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Source 5.16 La Journée des tuiles en 1788 à Grenoble (The Day of the Tiles in Grenoble, 1788) by Alexandre Debelle

Similar protests happened elsewhere, such as in the towns of Pau, Toulouse, Besançon, Metz and Dijon.

Historian William Doyle describes how the revolutionary crowd in Rennes took over the city for almost two months and the city government could not restore control. lettres de cachet letters or orders for arrest as signed by the king of France and closed with the royal seal

The king responded to these protests by sending out volleys of lettres de cachet.

Brienne, judging that the situation was uncontrollable, distracted public attention by announcing that he would call the Estates-General.

The Day of the Tiles was the first violent popular demonstration by a crowd in the French Revolution. As such, it was very new and very frightening. Indeed, the lawyers and judges of the parlement left the city, hoping to calm the popular unrest. Like many law-abiding people, they were alarmed by the force of the popular action.

CHAPTER 5 How FrAnce’S FinA

his fifth wife, Wang Guangmei. She was incarcerated for a decade, whereas Liu lasted only until 12 November 1969, dying naked in Kaifeng prison after being denied diabetes medication and treatment for pneumonia.

He was cremated under a false name and his family did not find out about his death for another three years. News of his death was made public 10 years later. In 1980, Deng Xiaoping had him posthumously rehabilitated and exonerated.

AREA OF STUDY 1 CAUSES OF REVOLUTION

AREA AREA OFOF STUDY STUDY 1: CAUSES 1: CAUSES OFOF REVOLUTION REVOLUTION

CHAPTER 7 The ouTBreAk of popuLAr revoLuTioN, 1789 CHAPTER CHAPTER 9 Crisis 9 Crisis OFOF DuaL DuaL authOrity authOrity

Develop your historical thinking skills

Exam-style questions and assessment tasks

Debate: Did the Provisional Government need to be overthrown? Should the Bolsheviks’ rise to power be considered favourably or not?

Name: China Miéville

Use information from this chapter to define these terms.

Nationality: British

Kornilov Affair

The environmental impacts did not end with the 1788 storm. The onset of winter later in the year was especially harsh, with the lowest temperatures for decades. Now, the rivers froze, meaning that there was Analysingwater cause andto consequence no running turn the millwheels. Sacks of grain sat unopened, because it was not possible to grind it into flour to make bread. Heavy falls of snow continued into the first months of 1789, covering areas that did not usually receive snow.

Helpful book: October: The Story of the Russian Revolution (Verso, 2017)

Lenin’s April Theses

Up-to-date exam-style questions throughout each chapter, and opportunities for source analysis, both visual and text, equip students with the skills to analyse historical interpretations and use sources as evidence in preparation for SACs and end-of-year exams.

Petrograd Soviet

Provisional Government

Use evidence from this chapter to write short paragraph answers.

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1 How did Lenin’s return from exile in April impact the politics of 1917?

2 Why did the Provisional Government fail to win support?

3 How did the Kornilov Affair allow the Bolsheviks to regain popularity?

4 Explain Kerensky’s rise and fall from power.

Use quotes as evidence KEY Historian Simon Schama has vividly described and quantified the impact of the bread STATISTIC shortage on working people. In normal times, 75 per cent of French people relied on bread to survive, and on average they spent 50 per cent of their income purchasing it. But now prices soared: from 8 sous (French coins) in mid-1787 to 12 sous by October 1788, and then to 15 sous by February 1789. These loaves of bread weighed four pounds and a family of four would need to buy two of them each day. Yet, a poor worker only earned 20 to 30 sous a day.

Write a sentence using a short phrase from one of the quotes below or contrast the views from a few quotes. You can also use any of the quotes in this chapter. Quotes can be used directly or paraphrased in your own words.

Source 9.24 China Miéville

It was a paradoxical situation: in order to survive the Provisional Government had to keep Russia in the war, but in doing so it destroyed its own chances of survival. Michael Lynch, historian

Miéville’s leftist sympathies mean that he argues empathetically that the world’s first socialist revolution should be celebrated. His enthusiasm for revolution means that he believes that revolution is a good thing in general, and that the Bolsheviks’ road to revolution in 1917 was a particularly positive story.

Russia is sinking in a bloody ditch, and he (Kerensky) is to blame. Zinaida Gippius was a poet and editor in Russia in 1917 and this was from her ‘Diary of Gippius’

Digital feature

Reasons (evidence)

The Provisional Government was so politically isolated and the insurgents enjoyed such overwhelming support that they were able to elbow the Government out of existence with a slight push. Isaac Deutscher, historian

Miéville focuses on the dramatic narrative of 1917: strikes, protests, riots, looting, mass desertions from the army, land occupations by hungry peasants and pitched battles between workers and Cossacks, not just in Petrograd but along the length and breadth of the vast country.

Among the socialist parties, only the Bolsheviks had overcome Marxist scruples, caught the mood of the crowd, and declared their willingness to seize power in the name of the proletarian revolution. Sheila Fitzpatrick, historian

Quotes

The early days of revolution were remarkable for how submerged and scattered that hard right was … In those days everyone was, or claimed to be, a socialist. No one wanted to be bourgeois.

The great storm also caused unemployment; thousands of poor workers used to walk from village to village getting casual work bringing in the harvest. Since so much of the harvest was destroyed, there was little work, and the labourers were left penniless and hungry. Schama rightly contends that, by the time it came to asking people to draw up lists of their grievances, these questions were being put to a population largely traumatised by food anxiety andSong employment anxiety, both caused by1966 these devastating environmental Source 11.20 Mao, Liu Shaoqi and Qingling at Tian’anmen Square, October impacts.

The Provisional Government had expired even before the Bolsheviks finished it off. S.A. Smith

Videos in the Interactive Textbook provide chapter summaries and a greater depth of content for students.

These draw attention to key knowledge areas, common misconceptions and errors students should avoid in their exams.

Video sources with QR code integration QR code integration in the Print Textbook provides instant access to chapter summary videos. Further video sources are also available through the Interactive Textbook.

Source 9.25 October: The Story of the Russian Revolution (2017)

Point of view

Miéville is a British urban fantasy author and comic book writer who identifies himself as part of the New Weird movement.

There was nothing preordained about the collapse of tsarist autocracy nor even of the Provisional Government. S.A. Smith, historian

The events of 1917 were filled with might-have-beens and missed chances. Sean McMeekin, historian

Chapter summary videos

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Analysing a historian’s interpretations

Define key terms

Democracy was a sociological term in Russia in 1917, denoting the masses, the lower class, at least as strongly as it did a political method. For many in those heady moments, Kerensky exemplified “the democracy”.

The revolution is the possibility of possibilities.

What’s your point of view?

What’s your point of view about whether the Provisional Government needed to be overthrown? Should the Bolsheviks’ rise to power be considered favourably?

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15/02/21 9:45 PM

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THE STORY SO FAR

The impact of food prices on the October days In his impatience to ‘Catch Up with Britain’ and free his country from debt to the Soviet Union, Mao The Parisian crowd was also angered by rising bread prices later in 1789. Prices had temporarily fallen chose to exploit China’s greatest resource – its population. He launched the mass campaign to popularise in July and August, but by mid-September had risen again. This was not caused by the king, but by hot communes and the decentralisation of industry. Unfortunately, Mao was no economist or steelmaker. Despite weather and a lack of water to turn the mills. Shortages soon caused riots in market places and petitions his rural origins, he did not know peasant farming well enough. Furthermore, his intolerance of dissent meant from to city authorities to control ofdisaster: bread. The events 5 October 1789 actually thatwomen it was some time before he was aware ofthe therising extentcost of the a famine of of epic proportions, began protestThe by shortmarket women at the town about bread prices, then escalated into a broader even as foraChina. and long-term effects of hall this disaster occupy the following chapters. campaign against the king and the National Assembly. Lafayette had to use his National Guards to protect bakers’ shops.

Use the QR code or visit the digital version of the book and watch the video summarising the chapter.

THE STORY SO FAR By mid-1789, it was clear that the popular movement could, and would, take action on its own, both in the cities and in the countryside. The rural popular movement proved that it could cause widespread rebellion, and threaten the security of all landowning people, bourgeois and noble alike. Despite these violent episodes, the revolution was relatively stable, and was ready to define its main principles and then reorganise France based on those ideals.

Use the QR code or visit the Interactive Textbook and watch the video summarising the chapter.

INTERACTIVE TEXTBOOK The online version of the student text delivers a host of interactive features to enhance the teaching and learning experience.

Interactive features •

NEW: chapter summary videos indicated by a QR code within the Print Textbook for instant access

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Interactive activities including auto-marked multiple-choice quizzes

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Rollover glossary definitions

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Video footage and audio clips to extend knowledge

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Interactive rollover maps

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Image galleries

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Links to external websites

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Interactive timelines with supplementary images

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Downloadable versions of all activities in the Print Textbook

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Access to the Offline Textbook, a downloadable version of the student text with note-taking and bookmarking enabled.

The Interactive Textbook is available as a calendar-year subscription and is accessed online through Cambridge GO using a unique 16-character code supplied on purchase. The Interactive Textbook is provided with the printed text, or is available for purchase separately as a digital-only option. cambridge.edu.au/go

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TEACHERS:

SUPPORTING YOUR DELIVERY OF THE NEW STUDY DESIGN

Valuable time-saving planning, classroom and assessment support for teachers New in this edition, the Teacher Resource Package (one covering all Revolution topics) includes suggested responses to all activities in the print textbook, practice exams and assessment tasks. The assessment tasks cover two examples of each assessment type for teachers to choose from: historical inquiry, essay, source evaluation, multimedia presentation, short-answer questions, and extended responses.

NEW IN THIS EDITION

TEACHER RESOURCE PACKAGE The Teacher Resource Package offers valuable time-saving planning, classroom and assessment support resources for teachers.

Authors: Experienced VCE teachers Anthony Coghlan, Lucy Jongebloed, Richard Lindstrom & Kit McPhee

Teacher Support

Analysis Activity answers Background: China’s Characteristics Analysis Activity 0.1 (p13) 1

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Teaching programs and planning advice Curriculum grid

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Suggested responses to all activities in the Print Textbook

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Assessment tasks, with sample responses, covering two examples of each assessment type for teachers to choose from

Identify the poisonous drug referred to here.

Opium

3

•

Identify the negative term Commissioner Lin uses to describe Westerners.

Barbarians

2

Summarise the moral argument used by Lin Zexu.

The moral argument by Lin is twofold. First, Lin is making the argument that while China suffers harm from the importation and use of opium, in western countries it is banned. Further, he argues that the trade relationship is immoral as while western nations benefit from the opium trade, the products that China exports do no harm.

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In your opinion, propose why Queen Victoria did not react to this letter.

End of Chapter answers Chapter 1: Fragile Republic to Warlord Era, 1912-1927 Define key terms Tongmenghui A revolutionary alliance formed by Dr Sun; forerunner to the Guomindang (GMD) also known as the Nationalist Party

Queen Victoria did not react to this letter for a couple of clear reasons. First, by identifying only ‘western nations’ the author does not specifically blame Britain for the problems cause by the trade in opium. Secondly, Victoria knew that militarily, any confrontation with China would easily result in a British military victory.

San Min Zhuyi (Three People’s Principles) advocated nationalism, democracy and people’s livelihood Guomindang National People’s Party founded by Sun Yixian

Background: Fall of the Qing Dynasty, 1851-1912 Analysis Activity 0.2 (p21) 1

Huangpu Military Academy A military academy set up by Sun with Soviet backing

Identify the parts of China where foreigners had the greatest impact.

Foreign powers have a significant influence along the southern and eastern coasts of

Warlord Someone with military command under the Qing, who established personal control by force over a part of China following the collapse of a central government

China. The area toward the northeast was also important as was the island of Formosa.

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The Teacher Resource Package is available for purchase separately and is accessed using a unique 16-character code. Once purchased the resources can be downloaded through a Cambridge GO teacher account and stored on your school network for use by other teachers at the school. cambridge.edu.au/go

Propose why you think these areas were occupied.

These coastal areas were vital for international trade. Especially so given the reliance on maritime shipping and the importance of maintaining a strong navy to defend each nation’s interest.

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Why do you think the United States is not featured significantly?

Establishing historical significance Outline the ways in which Yuan Shikai was a warlord.

The main characterisation of Yuan Shikai as a ‘warlord’ stems from his suspicion of the

The United States didn’t feature significantly due to China not being considered as part democratic process. After assuming power following 1911, Yuan’s series of political of its sphere of influence before the 1890s. Its relatively small navy was preoccupied withappointments (including the influential ministries of Foreign Affairs and War) spoke to a nepotism typical of the warlord era. Furthermore, Yuan’s successful negotiation for a preserving U.S interests in Latin America.

‘reorganisation loan’ which he completed without the consent of parliament, bespoke of his contempt for consultative politics. Yuan’s dissolution of national and provincial parliaments in February 1914 also eroded his position as a statesman and his self-appointment as Emperor in early 1916 confirmed this. Finally, Yuan’s construction of the ‘constitutional compact’ – seen as a replacement for the provisional constitution – strengthened his reputation as a warlord. His dependence on loyal military subordinates also belies his dictatorial tendencies.

Analysing cause and consequence 1

Explain why Sun Yixian, after working so hard for the revolution, handed power over to Yuan Shikai.

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CONTENTS ANALYSING THE FRENCH REVOLUTION FOURTH EDITION Available July 2021

ANALYSING THE AMERICAN REVOLUTION SECOND EDITION Available August 2021 Area of Study 1 Causes of revolution Timeline of key events, 1607–4 July 1776 1 Brief background to America in 1763 2 Growing opposition to Britain, 1763–1766 3 Britain’s folly, 1767–1773 4 Britain’s ‘Vietnam’, 1774–1776 5 Area of Study 1, 1754– 4 July 1776: Exam questions and answers Area of Study 2 Consequences of revolution Timeline of key events, 1776–1789 6 The War of Independence, 1776–1783 7 The new nation, 1783–1787 8 The United States Constitution and the Bill of Rights, 1787–1789 9 Area of Study 2, 4 July 1776–1789: Exam questions and answers 10 The Diverse Experiences of Different Social Groups in the American Revolution 11 Who’s Who of the American Revolution

ANALYSING THE CHINESE REVOLUTION THIRD EDITION Available June 2021 Background: China’s characteristics Background: Fall of the Qing Dynasty, 1851–1912 Area of Study 1 Causes of revolution Timeline of key events, 1911–1949 1 Fragile republic to warlord era, 1912–1927 2 New popular movements, 1915–1927 3 The Guomindang, 1923–1928 4 The Chinese Communist Party, 1920–1934 5 The Nationalist Decade, 1927–1936 6 The Long March, 1934–1936 7 War with Japan, 1936–1945 8 Civil war to Red victory, 1946–1949 Area of Study 2 Consequences of revolution Timeline of key events, 1949–1976 9 ‘Liberation’: The early years, 1949–1956 10 Hundred Flowers, 1957–1958 11 The Great Leap Forward and the Great Famine, 1957–1959 12 Mao moved aside, 1959–1965 13 Cultural Revolution 1: Chaos unleashed,1966–1969 14 Cultural Revolution 2: Fall of Lin Biao, 1969–1972 15 Cultural Revolution 3: Mao’s death, 1972–1976 16 The Diverse Experiences of Different Social Groups in the Chinese Revolution 17 Who’s Who of the Chinese Revolution

Area of Study 1 Causes of revolution Timeline of key events, 1774 – 4 August 1789 1 The political order in France before the revolution 2 The social order in France before the revolution 3 Significant ideas: The influence of the Enlightenment 4 How did radical ideas mobilise society and challenge the existing order?

5 How France’s financial crisis became a political crisis, 1774–1789 6 How the political crisis became a revolution, 1789 7 The outbreak of popular revolution, 1789 Area of Study 2 Consequences of revolution Timeline of key events, 5 August 1789 – November 1795 8 The development of significant revolutionary ideas, 1789–1791 9 The role of popular movements, 1789–1791 10 Creating a new society, 1789–1791 11 Sources of disunity in the revolution, 1789–1791 12 The revolutionary events of 1792 13 Creating the new society, 1792–1794 14 The new society: Challenges and responses, 1792–1794 15 The role of Maximilien de Robespierre and other significant individuals, 1792–94 16 The role of the sans-culottes in the French Revolution, 1792–1795 17 The role of women in the French Revolution, 1789–1794 18 The final settlement: The conservative republic of 1795 19 The diverse experiences of different social groups in the French Revolution 20 Who’s Who of the French Revolution

ANALYSING THE RUSSIAN REVOLUTION FOURTH EDITION Available August 2021 1 What makes good History?

Area of Study 1 Causes of revolution Timeline of key events, 1896 – October 1917 2 Russia under Tsar Nicholas II 3 Opposition to tsarism: Revolutionary ideas and leaders 4 Opposition to tsarism: Revolutionary political parties 5 Opposition to tsarism: Popular movements of 1905 6 Stabilising tsarism 7 World at war 8 Year of revolutions, 1917: The February Revolution 9 Crisis of dual authority 10 Year of revolutions, 1917: October Revolution 11 Thematic analysis, 1896–17 Area of Study 2 Consequences of revolution Timeline of key events, October 1917-1927 12 Consolidating power: The first six months 13 Civil War 14 Government crises: War Communism and the Kronstadt Uprising 15 Government response: New Economic Policy, 1921–27 16 Lenin’s final years and key debates 17 Thematic analysis, 1917–27 Contents are subject to change prior to publication.

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AUTHORS

Richard Malone

Vincent Toohey

(Analysing the Russian Revolution Fourth Edition)

(Analysing the American Revolution Second Edition)

Richard Malone believes that history is the best subject because it connects the past with the present by studying how people behave.

Understanding human nature is the key to decoding the complex world around us. You not only explore how political, economic and social patterns emerge and repeat but also learn about yourself. Richard has been deeply involved in teaching history for over twenty years presenting at conferences and student lectures, marking examinations for VCAA, mentoring young teachers, assessing the National History Challenge, serving on the HTAV Board of Directors, taking student study tours to Italy, Gallipoli and China, and writing several textbooks.

Vincent Toohey has taught history or Aboriginal Studies at HSC or VCE level for over 25 years in Sydney and Melbourne. For well over a decade he has been a Senior Assessor/Marker for VCE Revolutions History with the Victorian Curriculum and Assessment Authority (VCAA), and has lectured regularly on the American and Russian Revolutions for the History Teachers’ Association of Victoria (HTAV) to both teachers and students. Vincent has also organised study tours and/or social justice tours to America, Europe and Africa.

Andrew Butcher (Analysing the American Revolution Second Edition)

Michael Adcock (Analysing the French Revolution Fourth Edition) Dr Michael Adcock is the Head of History at Melbourne Grammar School. He is also a lecturer, author and tour guide who specialises in the social and cultural history of France. He regularly presents illustrated lectures for HTAV, Modern History Seminars (Sydney) and the National Gallery of Victoria. His published works focus on the history of the French Revolution, and include a recent work on the Enlightenment. He is also a leader for Academy Travel, and conducts residential study tours in French history in Paris.

Trevor Sowdon (Analysing the Chinese Revolution Third Edition) Trevor Sowdon studied Chinese history at La Trobe University, Melbourne and from 1983 to 1984, he taught at Fuzhou University, where he and his wife adopted a Chinese daughter – an Australian first.

Trevor has taught the Revolutions course, had various articles published in Agora, presented at HTAV conferences, and lectured Revolutions students.

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Andrew Butcher teaches VCE History of Revolutions, Australian History and Ancient History, and has lectured regularly on both American and Ancient History for the HTAV. He has assessed for the VCAA and developed sample examinations for Insight Publications. Andrew also organises biannual study tours to both the east coast of the United States, to study the revolutionary period, and to Europe.

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