The American Revolution
Outcome 1
Analyse the causes of revolution, and evaluate the contribution of significant events, ideas, individuals and popular movements.
Examples of learning activities
Detailed example
Analyse and evaluate British management of the colonies and their aims, motive, outcomes and significance
Context
The British imposition of a range of tax revenue Acts had intended and unintended consequences in the American colonies. In this activity, students analyse the political, social and economic aims and effects of each reform through an examination of primary sources and historical interpretations.
Activities
- In small groups, students are allocated one of the following British tax revenue Acts:
-
The Sugar Act 1764
-
The Currency Act 1764
-
The Quartering Act 1764
-
The Stamp Act 1764
-
The Townshend Acts 1767
-
The Tea Act 1773
-
The Coercive Acts 1774
- Each group identifies key facts and evidence for their allocated Act(s) by analysing related primary and secondary sources. Findings are documented in a table based on the example below:
Motive/ Purpose | Political
consequences | Economic consequences | Social consequences | Colonial response | Significance |
---|
| | | | | |
Evidence: | Evidence: | Evidence: | Evidence: | Evidence: | Evidence: |
| | | | | |
Evidence: | Evidence: | Evidence: | Evidence: | Evidence: | Evidence: |
| | | | | |
- Each group prepares and presents a multimedia presentation providing an evidenced evaluation of the significance of their allocated Act(s) to the development of a revolutionary situation.
Extension
- Students compare and contrast the significance of listed Acts and develop a Ladder of Significance with annotations justifying ranking.
Outcome 2
Analyse the consequences of revolution and evaluate the extent of continuity and change in the post-revolutionary society.
Examples of learning activities
- With two copies of a line drawing of the Mitchell Map (1755), colour-code the two maps to show Spanish Territories, British Territories and American Colonies – one before and one after the Treaty of Paris 1783. Compare and contrast the two maps and evaluate consequences and significance of the treaty.
- Compile a comment bank of quotations by leading revolutionary figures. For each one, write a short comment on what it reveals about their ideological convictions, views on changing society, attitude to opposition, consolidation of power and/or other consequences of revolution.
- Using a
SOLO HOT comparative map compare and contrast the British Army and the Continental Army in the War of Independence, using factors such as: sources of funding, personnel, technology and equipment, allies, leadership, supplies, local knowledge, naval support, popular support, and overall prospects of success in the revolutionary war.
- Develop a poster focusing on Shay’s Rebellion to identify a range of varied historical perspectives and historical interpretations highlighting the causes, consequences and significance of this event.
-
In small groups, each with an allocated significant event that occurred in the new regime, examine the causes, course of events, and political, economic and social consequences. Create and share a concept map, flowchart or table to display outcome of task.
- Develop a table that outlines both the Virginian Plan and the New Jersey Plan at the Constitutional Convention. Using three different coloured highlighters, identify the parts of each plan that were rejected, adapted and adopted. Discuss what additional ideas/plans were added to form the Great Compromise of 1787. Consider how the Compromise was formed and its significance.
- Use a Venn Diagram to compare and contrast the strengths and weaknesses of the Articles of Confederation. Add annotations that evaluate political, economic and social consequences of these strengths and weaknesses.
- In small groups, each working with a different key Federalist (James Madison, Alexander Hamilton, George Washington) or Anti-Federalist (Patrick Henry, Samuel Adams, Thomas Jefferson) develop and deliver a one-minute speech as the individual, advancing their belief about the United States Government.
- Generate a table that identifies the challenges different groups (as listed in key knowledge) faced in the new society. Discuss how each group navigated these challenges and evaluate whether the new society experienced positive or negative changes, using a ten-point scale (negative 5 to positive 5).
- Using a change and continuity continuum, use evidence to debate the level of change and/or continuity the new society brought to different groups (as listed in key knowledge) across both areas of study.
- Choose selected tracks from
Hamilton: The Musical to introduce key individuals and their relationships with one another. For example, introduce Hamilton (‘Alexander Hamilton’) and Jefferson (‘What’d I miss?’) and explore their relationships (‘The Room Where it Happens’). Using historical sources, evaluate the accuracy of the representations in the show.
- Using a range of varied historians’ interpretations, create a conversation (talking heads) between historians about the significance of a specific movement, idea, individual or event.
- Create a table that evaluates the causes, responses and consequences of post-war recession in the 1780s.
- Assume the role of George Washington and write a series of journal entries that reflect key ideas and relationships over a range of important dates related to the Philadelphia Convention in 1787.
Detailed example
Evaluate the causes and consequences of significant events
Context
This activity is designed to develop students’ understanding of the American Constitution and the Bill of Rights as it relates to federal and state relations and individuals’ rights and protections. Prior to commencing this activity students should have studied The Ratification Debate and examined Federalists’ and Anti-Federalists’ perspectives.
Activities
- In pairs, students are allocated one of the Ten Amendments that form the Bill of Rights. They identify the rights and protections associated with their allocated Amendment.
- Each pair conducts research on their allocated Amendment to identify and analyse primary and secondary sources. They use this as evidence to explain why the Amendment was proposed.
- Each pair contributes their finding to a Bill of Rights Fishbone Diagram as shown below:
Image description
Extension
- Students complete an extended response explaining the significance of the Acceptance of Bill of Rights in the consolidation of the new regime.
The French Revolution
Outcome 1
Analyse the causes of revolution, and evaluate the contribution of significant events, ideas, individuals and popular movements.
Examples of learning activities
- Create a
Kahoot quiz of the key terms listed in the outcome descriptor and key knowledge and use it to establish familiarity and understanding of the terms at the start of the unit. Revisit the quiz periodically to celebrate areas of learning, as well as identify terms that require greater support in understanding.
- Keep a 5x5 Journal. At the conclusion of each lesson, record the five most important things learnt. Every week review the journal and select the top five learnings for the week. An extension to this task, occasionally compare the weekly top fives and discuss the similarities and differences between the lists. Discuss criteria to use when defining what makes one learning more important than others.
- Create an illustrated timeline of events from the accession of Louis XVI to the Night of Patriotic Delirium (4 August 1789). For each event, find one artistic representation and identify whether it gives a positive or negative perspective/interpretation of the event.
- In small groups, each is allocated a ‘significant event synopsis sheet’ that details key individuals or groups involved in an event. Identify the key ideas associated with the event, and outline the political, social and economic causes and consequences of the event. After each group has reviewed their allocated information, the class plays charades. Each group performs their event while the rest of the class attempts to guess what the event is. The synopsis sheets are distributed to the class as their notes. Events could include: American War of Independence, the revolt of the Notables, Day of the Tiles, the ‘Cahiers de Doléances’, the harvest crisis and food shortage, the Réveillon Riots, the events of the Estates-General, the storming of the Bastille, the ‘Great Fear’, and the night of 4 August 1789.
- Sort the key events and conditions (as listed in the key knowledge) that contributed to the outbreak of revolution into the order of most significant to least significant. Explain the ranking with the use of evidence from primary sources and historical interpretations.
- Create a propaganda pamphlet for each of the ideas that challenged the existing order. The aim of this task is to highlight the potential of each ideology to improve on/change the existing order’s rule. Ideas to consider are: critique of privilege, critique of absolute authority, the attack on the Church, popular sovereignty, equality.
- Create a flow chart showing the role of the Enlightenment in the development of a revolutionary situation in France.
- Use cards that portray an image of each of the individuals listed in the key knowledge. On the reverse side, complete the following: name, three key moments in either challenging or maintaining the existing order, two quotes from the individual and three different historical interpretations of the individual’s contribution to revolution.
- Create a life roadmap in a small groups or individually. Allocated a key individual (such as, Louis XVI, Marie Antoinette, Emmanuel Joseph Sieyès, Marquis de Lafayette, Jacques Necker) and a large piece of blank paper, record important decisions and events that shaped their life, historical events, goals and motivations, important relationships and different perspectives on their actions. Report findings to the class.
- Create a hexagon task showing how key individuals, groups and events were connected.
- Complete a
tug-of-war activity, highlighting the competing demands between the monarchy and nobility (on one side) and the bourgeoisie, urban workers and peasants (on the other side). Challenge the notion that the nobility was completely unified with the goals of the monarchy.
- Create a picture book of primary sources, supported by historians’ interpretations, explaining the conditions that led to the Night of Patriotic Delirium.
- Choose a type of response to address the following statement: ‘The storming of the Bastille is so iconic that it must be considered the most significant event of the French Revolution’. Support arguments with a range of evidence and factual details. Note: the response type may be in the traditional style of a written response; however, creativity is encouraged. One example is setting out disagreement with the statement in the style of a
Cahier.
- Write an obituary for the end of the absolute monarchy. Consider the social, political, economic and cultural legacies and heritages of the empire. Attribute a beginning and end date to the decline and explain the cause of its decline.
-
Compile a quote bank of statements from leading revolutionary figures, attempting to locate a contradictory or refuting comment from figures of the ruling elite. Colour-code the quotes: red for a blatant lie or mistruth, orange for a clear lack of understanding of the reality of France during this time, green for truthful/reflective of the reality of France during the timeframe.
Detailed example
Fake news during the French Revolution!
Context
This activity is designed to develop students’ ability to evaluate the reliability of primary sources as historical evidence. This task should be attempted towards the end of the area of study learning.
Activities
- Students keep a rolling evidence chart of key quotes and visual sources throughout the area of study. These sources should include perspectives from a broad range of social groups.
- Using a shared document, such as Google Docs or Word document, the class collates their primary quotes into a single class document.
- Students then hold a discussion to classify the quotes as:
red for a blatant lie/mistruth,
orange for a clear misunderstanding of the reality of France leading up to the Revolution, or
green for an accurate/true reflection of the reality of France leading up to the Revolution. Students must substantiate their classification by referring to key knowledge or other sources of evidence.
Extension
- As a class, discuss how challenging hindsight can be in understanding the motives and experiences of people who lived in the past.
Outcome 2
Analyse the consequences of revolution and evaluate the extent of continuity and change in the post-revolutionary society.
Examples of learning activities
Detailed example
Evaluate the extent of continuity and change in French society (1774–1795)
Context
This activity is designed to develop students’ understanding of the continuity and change in French society before, during and after the revolution.
Activities
- Divide students into groups of three.
- Allocate one of the following categories to each group member: social, political, economic. In each group, one student is responsible for each category.
- Each student composes a timeline (1774–1795) of events that relate to their allocated category. When completed they report and share back to their group.
- As a group, students sort the events listed on the timelines into events that reflect change in conditions following the revolution, and events that reflected continuation of conditions throughout the revolution.
- Students sort the events to determine if there were more examples of change or continuity across the course of the revolution. They evaluate whether the number of changes and continuities is an appropriate measure of significance.
- Students discuss and record how the changes and continuities influenced leaders to compromise and/or achieve their revolutionary ideals.
- Students compare the results of sorting with other groups and evaluate similarities and differences.
The Russian Revolution
Outcome 1
Analyse the causes of revolution, and evaluate the contribution of significant events, ideas, individuals and popular movements.
Examples of learning activities
- Develop a synonym table to unpack a key concept, such as Tsarism. Use as many identified synonyms as possible in constructing a written explanation of the concept.
- As a class, establish a shared Russian Revolutions glossary of key terms, groups and individuals. The glossary should be updated regularly and used for occasional spot class quizzes and preparation of revision flash cards.
- View footage of the Tsar’s coronation (available via YouTube) or photographs and complete a
see-think-wonder thinking routine. Repeat the process using images of the Khodynka tragedy. Compare and contrast the two events and consider what this reveals about social conditions in Russia at the time.
- Draw on the photographs of the
Prokudin-Gorskii Collection to create a folio of ten images that provide evidence of social and economic inequality in Imperial Russia. Annotate these selections, noting each image’s context, subject matter and insights that it provides. Drawing on these images and wider reading, write an extended paragraph outlining the social and economic divisions in Russia.
- Using a physical map of Russia (circa 1900), identify areas of dense and low population. Annotate these areas to highlight geographical factors (climate, natural features, etc.) and discuss how they shaped daily life in Russia.
- Using a political map of Russia showing imperial expansion, identify key cities and the challenges associated with their locations (communication, imports/exports, transport, governance, defence).
- Using a Lotus Diagram or a Fishbone Diagram, identify and examine the causes and consequences of an event such as the 1905 Revolution or Russia’s involvement in World War One.
-
Create a flowchart or annotated diagram examining the development of revolutionary ideas: liberal ideas and reforms, Marxism and Marxism-Leninism, and related movements and individuals in the chosen revolution.
- Create a Ladder of Significance or a
Diamond Nine identifying and ranking the significance of key individuals (such as Tsar Nicholas II, Tsarina Alexandra, Rasputin, Kerensky, Lenin or Trotsky) in the development of a revolutionary situation (in February 1917 and/or October 1917).
- Analyse a variety of political cartoons about a specific event (for example, the Russo-Japanese War or Bloody Sunday) or issue (role of the Dumas) or individual (Tsar, Tsarina, Stolypin, Rasputin). Compare and contrast them for origin and motives. Consider and document, in a summary table, the source, explicit content including any relevant symbols, the perspective represented and any comparable or contrasting sources.
- Evaluate the historical significance of major reforms (such as those introduced by Stolypin in 1907). Using appropriate evidence, evaluate the political, economic and social causes and consequences of the reforms.
- Using the metaphor of a Russian Matryoshka doll, identify the chronological causes of
both the February and October Revolutions. Compare and contrast causation (movements, ideas, individuals and events).
- Create a ‘character map’ of significant individuals and their relationship with one another. Include photo/image, political ideology and affiliation, and role and significance in the development of a revolutionary situation. For each individual, create a slogan, meme or tweet that encapsulates their personality and ideological outlook.
- Create a timeline that identifies the key crises the Provisional Government faced between February and October 1917 (such as Dual Authority, Lenin’s return, the June Offensive, the July Days, the Kornilov Affair). For each, identify the causes and consequences, rank these crises in order of significance, and present an oral defence of ranking or an individual written summary.
- Evaluate three historical explanations of why General Kornilov attempted a coup in September 1917. Create a concept map summarising the explanations. As a class, discuss the strengths and weakness of each interpretation.
- Using a map of Europe, identify the locations of key revolutionary figures (Lenin, Trotsky, Stalin and Dzerzhinsky) when they were in exile. Annotate locations with dates of exile and the catalyst for entering and leaving exile. Map the route Lenin took when he returned to Petrograd in April 1917.
- Create an infographic summarising Russia’s major campaigns during World War One. Use evidence (including statistics) to highlight significant successes and losses during the war.
Detailed example
Parties of the Political Spectrum
Context
Developing an understanding of political ideas, movements and individuals is essential for understanding the development of a revolutionary situation in Russia.
Activities
- Discuss the characteristics of right-wing, left-wing and moderate or reformist movements, and develop a list of adjectives to describe each.
- Investigate political parties/movements, including Tsarism, Octobrists, Kadets, Socialist Revolutionaries, Mensheviks and Bolsheviks. This includes an examination of the history, principles, vision, political ideology and key individuals of each movement.
- Complete a table, based on the example below, positioning political parties along the political spectrum, with most radical to the left and more conservative to the right.
- Colour-code columns from red (representing a desire for total change) to green (representing a commitment to preserving the status quo).
- Use this spectrum to support the development of a written or oral narrative outlining the development of a revolutionary situation.
Image description
Extension
- In small groups students are allocated an individual from the table and they prepare a one-page biography that includes:
- relevant biographical information
- a summary of the individual’s political ideology and political affiliations
- primary source quotes by and about the individual
- a summary of the individual’s role, contribution and significance to the revolution
- historical interpretations of the contribution of individual to the revolution and the consequences of this contribution.
- Each group presents and shares their biography with the class.
Outcome 2
Analyse the consequences of revolution and evaluate the extent of continuity and change in the post-revolutionary society.
Examples of learning activities
Detailed example
Use a Living Graph to evaluate consequences of revolution on social groups
Context
Area of Study 2 includes a focus on change and continuity. To understand the concept of change and continuity, students should consider the impact of the revolution on the experiences of social groups listed in the key knowledge. One way of examining the social impact of the revolution is to evaluate negative and positive impacts on each social group.
Activities
- As a class, generate a list of key events/challenges/ideas for Russia in the period 1896–1927. Discuss the concept of turning points. Consider which events and ideas represent key turning points and how different events may represent different turning points for different social groups.
- Teacher explains the nature and purpose of a
living graph.
- In small groups, students are allocated one of the following social groups: nobles, peasants, workers, the bourgeoisie, women.
- Students prepare a living graph, with the events on the x axis and y axis measuring negative or positive impacts. Groups must rate the impact of the event/development on their designated social group and annotate their ratings with an explanation for their decision.
- Groups present their findings to the class.
This activity has been adapted from Seixas, P and Morton, T 2013,
The Big Six, Nelson Education.
The Chinese Revolution
Outcome 1
Analyse the causes of revolution, and evaluate the contribution of significant events, ideas, individuals and popular movements.
Examples of learning activities
Detailed example
Retrieval placemat
Context
This activity is designed to develop student recall and consolidate what they have covered in earlier lessons. It also helps the teacher to identify any misconceptions or gaps in understanding.
Activities
- Set up the classroom so that students can start on the task as soon as they enter.
- Prepare a retrieval placemat with the following questions/statements:
- What key word did you learn or use in the last lesson?
- State three key facts from the last lesson.
- In your own words, explain to a partner a key concept or term from the last week.
- Discuss with your partner what has been learnt in the last week.
- Ask your partner three questions based on the key knowledge covered so far in this unit.
- Place a copy of the A3 retrieval placemat on each student’s desk place.
- The placemat can be adjusted to specifically reflect what you have covered in the last lesson or set as homework. This task can be repeated periodically so that students can track their learning over time. Also, new questions can be added to the placemat. Alternatively, students can create a retrieval mat to be administered by the teacher at the end of a number of lessons.
Outcome 2
Analyse the consequences of revolution and evaluate the extent of continuity and change in the post-revolutionary society.
Examples of learning activities
- Write summaries detailing the response of the new regime to the challenges listed in the key knowledge. Each summary should include: the challenge, the response, consequences of response, an assessment of the effectiveness of the response. Identify two key pieces of evidence about the response.
- On a blank timeline template (1949–76) with key events and short accompanying explanations provided, sort them into the correct order without using notes and explain why the events were placed in that order. Check the correct order against a teacher-provided template and adjust work as needed.
- Create a PowerPoint deck of the six most significant Chinese Communist Party leaders who influenced and changed society between 1949 and 1976. Rank the influence of each individual on a scale of one to ten and substantiate the ranking using historical sources.
- Create a seating plan for a dinner party where the aim is to sit like-minded thinkers next to each other and avoid any uncomfortable confrontations. The following individuals should be included: Mao Zedong (Mao Tse-tung), Lin Biao (Lin Piao), Liu Shaoqi (Liu Shao-ch’i) and Jiang Qing (Chiang Ch’ing). This task can be refined further by giving a specific topic to be discussed at the dinner party; for example, the Great Leap Forward or the Red Guards.
- Rank the attempts at consolidation of power in order from most effective to least effective. For example: thought reform, San Fan and Wu Fan, Hundred Flowers Campaign, the Great Leap Forward, Socialist Education movement, the ‘Learn From’ Campaigns and the Cultural Revolution. In an extended response, explain the ranking, using historical evidence and sources.
- Complete a mind map identifying the political, social, cultural and economic conditions that compromised revolutionary aims. Then, complete a mind map identifying the political, social, cultural and economic conditions that supported the realisation of revolutionary aims. Write a response evaluating the extent to which the Chinese Communist Party realised their revolutionary aims.
- Undertake a ‘silent talk’ activity to explore the cultural expressions of Maoism. Teacher prints a series of images and text (these could include songs, artwork, works of literature, architecture, fashion and textiles) in colour on A3 paper and places them around the room. Students examine each print-out and, using post-it notes, add observations that have not already been made about the image/text. Discuss as a class. A range of artwork can be found at the
Ohio State University.
- In pairs or small groups, create a ‘How to survive in Revolutionary China’ guide for one of the following groups: landlords, peasants, women, intellectuals, business owners, workers Chinese Communist Party cadres, students, Red Guards. The guides should identify what a typical day was like, and provide handy hints on how to flourish in the new society.
- Develop interview questions for an individual, asking them to compare their experiences before and after the revolution. Select an interview candidate from one of: landlords, peasants, women, intellectuals, workers, business owners, Chinese Communist Party Cadres and leaders, or students.
- Complete a source analysis task on the role of significant individuals in changing society. In pairs, use five sources and devise a range of lower and higher order questions to be responded to.
- Use a Lotus Diagram template to explore the extent of change in post-revolutionary society. Populate the diagram with the following central themes: physical environment, social structure, economic features, ideas, individuals and cultural expressions. Include key facts, primary and secondary source quotations and short explanations.
-
Create a
tug-of-war chart examining the extent of continuity and change in Chinese society.
- Select a speech that
Mao Zedong delivered after 1949. Identify the historical context and audience, and summarise the key points of the speech. On completion, evaluate the strengths and limitations of the speeches as a historical source for understanding post-revolutionary China.
Detailed example
Explore the extent of continuity and change in Chinese society 1912–1976
Context
This activity is designed to develop students’ understanding of the continuity and change in Chinese society before, during and after the revolution.
Activities
- Provide students with a list of conditions that a specific group (listed in the key knowledge) would have experienced before, during and after the revolution. Students sort those conditions along the line below to indicate the extent to which they improved after the revolution.
- The line should not be completed in the chronological manner to reflect the fact that the decisions made by the Chinese Communist Party could change living standards both in the short- and long-term, and in both positive and negative ways.
- Students then consider which side of the line has the most items and what that tells us about continuity and change in society.
Extension
- Students create tug-of-war lines for the following groups: peasants, landlords, women, intellectuals, business owners, Chines Communist Party Cadres, students and the Red Guards.
Resources
Some of the print resources contained in this list may be out of print. They have been included because they may still be available from libraries, bookshops and private collections.
At the time of publication the URLs (website addresses) cited were checked for accuracy and appropriateness of content. However, due to the transient nature of material placed on the web, their continuing accuracy cannot be verified. Teachers are strongly advised to prepare their own indexes of sites that are suitable and applicable to the courses they teach, and to check these addresses prior to allowing student access.
Books
Beard, CA 1913,
An Economic Interpretation of the Constitution of the United States, The Macmillan Company, New York.
Booth, SS 1973,
The Women of '76, Hastings House, New York
Countryman, E 1985,
The American Revolution, Penguin, UK
Ellis, J 2007,
American Creation: Triumphs and Tragedies at the Founding of the Republic, Alfred A. Knopf, New York
Evans, E 1975,
Weathering the Storm, Scribner, New York
Fleming, T 1997,
Liberty: The American Revolution, Viking, New York
Hackett Fischer, D 1995,
Paul Revere’s Ride, Oxford University Press, New York
Hibbert, C 1990,
Redcoats and Rebels: The War for America, 1770–1781, Grafton Books, Grafton
Holton, W 1999,
Forced Founders: Indians, Debtors, Slaves and the making of the American Revolution in Virginia, University of North Carolina, Williamsburg
Kerber, LK 1980,
Women of the Republic: Intellect and Ideology in Revolutionary America, University of North Carolina Press, Williamsburg
Knollenberg, B 1975,
Growth of the American Revolution 1766–1775, Free Press, New York
Lengel, EG 2011,
Inventing George Washington, Harper, New York
McDonnell, MA 2007,
The Politics of War: Race, Class, and Conflict in Revolutionary Virginia, The University of North Carolina Press, Williamsburg
Miller, JC 1960,
Sam Adams: Pioneer in Propaganda, Oxford University Press, Stanford
Nash, GB 1974,
Red, White, and Black: the Peoples of Early America, Prentice-Hall, Englewood Cliffs
Nevins, A & Commager HS 1961,
America: The Story of a Free People, Clarendon Press, Oxford
Norton, MB 1980,
Liberty’s Daughters: The Revolutionary Experience of American Women, 1750–1800, Cornell University Press, New York
Norton, MB 1972,
The British Americans: The Loyalist Exiles in England 1774–1789, Little, Brown, London
Phillips, D 1984,
Empire of Liberty? United States History from 1492, Pitman, Carlton
Raphael, R & Raphael, M 2015,
The Spirit of ’74: How the American Revolution Began, The New Press
Taylor, A 2016,
American Revolutions: A Continental History, 1750–1804, W. W. Norton: New York and London
Taylor, A 2003,
American Colonies: The Settlement of North America to 1800, Penguin
Van Schreeven, WJ & Scribner, RL (ed.) 1983,
Revolutionary Virginia: The Road to Independence, Vol. 1, Forming Thunderclouds and the First Convention, 1763–1774, University Press of Virginia, Charlottesville
Van Tyne, CH 1951,
The Causes of the War of Independence, American Philosophical Society, New York
Wiencek, H 2004,
An Imperfect God: George Washington, His Slaves, and the Creation of America, Macmillan, London
Wood, GS 2002,
The American Revolution, A History, Random House, New York
Wood, GS 1966, ‘Rhetoric and Reality in the American Revolution’,
William and Mary Quarterly, Third Series, Vol. 23, No. 1, Jan.
Young, AF, Fife, TJ & Janzen, ME 1993,
We the People: Voices and Images of the New Nation, Temple University Press, Philadelphia
Websites
American Archives
Documents of the American Revolution, 1774–1776, University of Chicago
America in Class: Making the Revolution: America, 1763-1791
Annotated Newspapers of Harbottle Dorr, Jr.
Collection of 805 newspaper issues published between 1765 and 1776 in Boston and surrounding towns
The Articles of Confederation
Library of Congress website
Founders Online
George Washington Papers at the Library of Congress, 1741–1799
Yale Law School
Avalon Project Documents in American History
Podcasts and lectures
American Revolution Podcast
BBC In our Time Series – Washington and the American Revolution
The American Revolution
Audio by Joanne B. Freeman
Films and documentaries
Liberty: The American Revolution, 1997 (documentary)
The American Revolution, 2014 (documentary)
America: The Story of Us, 2010, Episodes 1 and 2 (documentary)
April Morning, 1988 (film)
The Last of the Mohicans, 1993 (film)
The Crossing, 2000 (film)
Books
Andress, D 2015,
The Oxford Handbook of the French Revolution, Oxford University Press, Oxford
Andress, D 2006,
The French Revolution and the People, Bloomsbury Academic, London
Ballard, R 2011,
A New Dictionary of the French Revolution, Tauris & Co., London
Bosher, JF 1988,
The French Revolution, Norton, New York
Bouloiseau, M 1987,
The Jacobin Republic, 1792–94, Cambridge University Press, Cambridge
Cobban, A 1965,
Aspects of the French Revolution, Paladin, London
Desan, S (ed.) 2013,
The French Revolution in Global Perspective, Cornell University Press, New York
Doyle, W 1980,
Origins of the French Revolution, Oxford University Press, Oxford
Doyle, W 2013,
France and the Age of Revolution: Regimes Old and New from Louis XIV to Napoleon Bonaparte, Tauris, London
Doyle, W 2001,
The French Revolution: A Very Short Introduction, Oxford University Press, Oxford
Doyle, W 1989,
The Oxford History of the French Revolution, Oxford University Press, Oxford
Furet, F & Ozouf, M (eds) 1989,
Critical Dictionary of the French Revolution, Belknap Press of Harvard University Press, Massachusetts
Garrioch, D 2004,
The Making of Revolutionary Paris, University of California Press
von Guttner, D 2021,
The French Revolution: The Basics, Routledge, London
Lefebvre, G 1962–64,
The French Revolution (2 vols), Routledge & Kegan Paul, London
Lefebvre, G 1967,
The Coming of the French Revolution, Princeton University Press, Princeton
McPhee, P (ed.) 2013,
A Companion to the French Revolution, Blackwell Publishing, Sussex
McPhee, P 2004,
A Social History of France 1789–1914, Palgrave, New York
McPhee, P 2009,
Living the French Revolution, Palgrave, New York
McPhee, P 2013,
Robespierre: A Revolutionary Life, Yale University Press, Yale
McPhee, P 2017,
The French Revolution, 2nd edn, Melbourne University Press, Melbourne
Popkin, JD 2020,
A New World Begins: The History of the French Revolution, Basic Books, New York
Rude, G 1959,
The Crowd in the French Revolution, Oxford University Press, Oxford
Rude, G 1964,
Revolutionary Europe, 1783–1815, Fontana, London
Schama, S 1989,
Citizens, Penguin, London
Stone, B 2002,
Reinterpreting French Revolution, Cambridge University Press, Cambridge
Soboul, A 1974,
The French Revolution, 1787–1799: From the Storming of the Bastille to Napoleon, Vintage Books, New York
Sutherland, DMG 1985,
France, 1789–1815: Revolution and Counter-Revolution, Collins-Fontana, London
Sutherland, DMG 2003,
The French Revolution and Empire, Wiley-Blackwell, Oxford
Vovelle, M 1984,
The Fall of the French Monarchy, 1787–1792, Cambridge University Press, Cambridge
Websites
France: 1789–1871, Revolution
EuroDocs
French Revolution
Modern History Source Book, Fordham University
French Revolution: How did the British react to July 1789?
Liberté, Egalité, Fraternité
Lectures and podcasts
The French Revolution
University of Melbourne
BBC In our time series: The French Revolution's reign of terror
Grey History: The French Revolution
by William Clark
University of Oxford
Historical Association (United Kingdom)
Professor David Andress
Films and documentaries
A Guide to the French Revolution, 2010 (documentary)
The Rise and Fall of Versailles, 2013 (film)
The French Revolution: Tearing up History, 2018 (documentary)
Books
Bruce, LW 1999,
Red Victory: A History of the Russian Civil War 1918–1921, Da Capo Press, New York
Figes, O 1996,
A People’s Tragedy: The Russian Revolution 1891–1924, Pimlico, London
Figes, O 2014,
Revolutionary Russia 1891–1991, Metropolitan Books, New York
Fitzpatrick, S (2008),
The Russian Revolution, Oxford University Press, Oxford.
Hill, C 1971,
Lenin and the Russian Revolution, Penguin Books, Harmondsworth
Kenez, P 1999,
A History of the Soviet Union from the Beginning to the End, Cambridge University Press, Cambridge
Kowalski, R 1997,
The Russian Revolution 1917–1921, Routledge, London
Lee, SJ (2003)
Lenin and Revolutionary Russia, Routledge, New York.
Miller, M (ed.) 2001,
The Russian Revolution: Blackwell Essential Readings in History, Blackwell, Oxford
Pipes, R 1996,
A Concise History of the Russian Revolution, Vintage Books, New York
Pipes, R 1998,
Three Whys of the Russian Revolution, Pimlico, London
Pipes, R 1991,
The Russian Revolution, Vintage Books, New York
Rabinowitch, A 2007,
The Bolsheviks in Power: The First Year of Soviet Rule in Petrograd, Indiana University Press, Bloomington
Rabinowitch, A 2004,
The Bolsheviks Come to Power: The Revolution of 1917 in Petrograd, Haymarket Books and Pluto Press, Chicago
Service, R 2002,
Lenin: A Biography, Pan Books, London
Service, R 1999,
The Russian Revolution 1900–1927, Palgrave, New York
Shukman, H (ed.) 1988,
The Blackwell Encyclopedia of the Russian Revolution, Blackwell Publishers, Oxford
Smith, SA 2002,
The Russian Revolution: A Very Short Introduction, Oxford University Press, Oxford
Steinberg, M 2001,
Voices of Revolution, 1917, Yale University Press, New Haven
Suny, R 1998,
The Soviet Experiment: Russia, The USSR and the Successor States, Oxford University Press, Oxford
Wade, R (ed.) 2004,
Revolutionary Russia: New Approaches, Routledge, New York
Wade, R 2000,
The Russian Revolution, 1917, Cambridge University Press, Cambridge
Lectures and podcasts
Judith Devlin on the Russian Revolution
Revolutions with Mike Duncan
Websites
The Prokudin-Gorskii Photographic Record Recreated: The Empire That Was Russia
Library of Congress
Russian Revolution
Modern History Source Book, Fordham University
Russian Revolution
Spartacus Educational
The Marxist Internet Archive
Russian History
Bucknell University
Orlando Figes’ website
Films and documentaries
Reds, 1981 (film)
October: Ten Days that Shook the World, 1927 (film)
Russian Revolution in Colour, 2004 (documentary)
Red Chapters: The Hunt for True October, 2005 (documentary)
Lenin’s Secret Files, 1997 (documentary)
Empire of the Tsars, 2016 (documentary series)
Books
Becker, J 1996,
Hungry Ghosts, China’s Secret Famine, John Murray, London
Benton, G & Chun, L 2010,
Was Mao Really a Monster? The Academic Response to Chang and Halliday’s Mao the Unknown Story, Routledge, London
Chang, J & Halliday, J 2005,
Mao: The Unknown Story, Jonathan Cape, London
Cushing, L & Tompkins. A 2007,
Chinese Posters: Art from the Great Proletarian Cultural Revolution, Chronicle Books, San Francisco
Dietrich, C 1994,
People’s China: A Brief History, Oxford University Press, Oxford
Dikotter, F 2013,
The Tragedy of Liberation: A History of the Chinese Revolution 1945–57, Bloomsbury, UK
Ebrey, P 2006,
China: A Cultural, Social and Political History, Houghton Mifflin, Boston
Fairbank, JK 1988,
The Great Chinese Revolution 1800–1985, Picador, London
Feigon, L 2002,
Mao: A Reinterpretation, Ivan R. Dee, Chicago
Fenby, J 2008,
Modern China, HarperCollins, New York
Gao, M 2008,
The Battle for China’s Past: Mao and the Cultural Revolution, Pluto Press, Ann Arbor
Gay, K 2009,
The Aftermath of the Chinese Nationalist Revolution, Twenty-First Century Books. Minneapolis
Gray, J 1990,
Rebellions and Revolutions China from the 1880s to the 1980s, Oxford University Press, Melbourne
Hsu, I 1995,
The Rise of Modern China, 5th edn, Oxford University Press, New York
Jocelyn, E & McEwen, A 2006,
The Long March: The True Story behind the Legendary Journey that Made Mao’s China, Constable & Robinson, London
Landsberger, S & Van Der Heijehen, M 2009,
Chinese Posters. Prestel Verlag, Munich
Lawrence, A 2000,
China Under Communism, Routledge, London
Li, Z 1994,
The Private Life of Chairman Mao: The Inside Story of the Man Who Made Modern China, Chatto & Windus, London
MacFarquhar, R & Schoenhals, M 2006,
Mao’s Last Revolution, Harvard University Press, Cambridge
Mitter, R 2008,
Modern China: A Very Short Introduction, Oxford University Press, Oxford
Mitter, R 2013,
China’s War with Japan 1937–1945: The Struggle for Survival, Allen Lane, London
Moise, E 1994,
Modern China: A History, Longman, London
Short, P 2004,
Mao: A Life, John Murray, London
Spence, J 1990,
In Search of Modern China, W.W. Norton & Co., New York
Sun, S 2006,
The Long March, HarperCollins, London
Terrill, R 1995,
Mao: A Biography, Hale & Ironmonger, Sydney
Memoirs
Chang, J 1991,
Wild Swans: Three Daughters of China, HarperCollins, London
Cheng, N 1995, Life and Death in Shanghai, Flamingo, London
Li, Z 2003,
Red-color News Soldier, Phaidon Press, London
Ma, B 1995,
Blood Red Sunset: A Memoir of the Chinese Cultural Revolution, Penguin Books, Harmondsworth
Wu, H 1994,
Bitter Winds: A Memoir of My Years in China’s Gulag, John Wiley & Sons, New York
Wu, N 1993,
A Single Tear, Sceptre, UK
Yuan, G 1987,
Born Red: A Chronicle of the Cultural Revolution, Stanford University Press, Stanford
Films and documentaries
Empire of the Sun, 1987 (film)
To Live, 1994 (film)
Why we fight series:
The Battle for China, 1942–44 (short films)
China: The Long March, 1986 (documentary)
As It Happened: Mao – A Life, 2006 (documentary)
As It Happened: The Long March, 2008 (documentary)
Chairman Mao: The Last Emperor, 1993 (documentary)
Morning Sun, 2003 (documentary)
People’s Century: Great Leap, 1997 (documentary)
Red Chapters: The Heroes of Dadu, 1999 (documentary)
Podcasts and lectures
Hammond, K
From Yao to Mao
Baum, R
The Fall and Rise of China
The Great Courses: lecture series covering the late Qing period through to modern day China
The Chinese Communist Revolution of 1949
by the Historical Association United Kingdom
Remembering China’s Cultural Revolution
Mao Zedong and The Chinese Revolution
by Revolutionary Left Radio
Mao Zedong and The Chinese Revolution: History versus Myth
BBC Witness History
Websites
The John Fairbank Memorial Chinese History Virtual Library
Chinese Propaganda Posters
Chinese Poster Foundation
China from 1911
Modern History Source Book
The Marxist Internet Archive
Morning Sun: The Cultural Revolution