Understanding 1917 & Beyond
Lesson 3 - Russian Revolution
In 1917, Russia was the subject of two revolutions that led to the collapse of the Russian Empire, and the eventual rise of the Soviet Union.
Resources with links to Statutory Requirements
Intentions
Intentions
- Examine a range of resources and explain why revolution occurred in Russia in 1917 and the consequences.
- Using the information from the links as an example, prepare and complete a creative response to demonstrate knowledge and understanding of the topic.
Vladimir Lenin
Environment and Society (History)
(Objective 1) Developing pupils as Individuals
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the impact of significant events/ideas of the 20th century on the world.
(Cultural Understanding)
Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual.
(Media Awareness)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Learning For Life and Work: Local and Global Citizenship
Human Rights and Social Responsibility
Investigate local and global scenarios where human rights have been seriously infringed.
Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.
Equality and Social Justice
Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.
Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts.
History Channel
Tag: Info
Russian Revolution
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the impact of significant events/ideas of the 20th century on the world.
(Cultural Understanding)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
Learning For Life and Work: Local and Global Citizenship
Human Rights and Social Responsibility
Investigate local and global scenarios where human rights have been seriously infringed.
Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.
Equality and Social Justice
Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.
Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts.
History Channel
Tag: Info
Union of Soviet Socialist Republics (U.S.S.R.)
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the impact of significant events/ideas of the 20th century on the world.
(Cultural Understanding)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
Learning For Life and Work: Local and Global Citizenship
Human Rights and Social Responsibility
Investigate local and global scenarios where human rights have been seriously infringed.
Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.
Equality and Social Justice
Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity.
Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts.
Encyclopaedia Britannica
Tag: Info
Russian Revolution Documents
Environment and Society: History
(Objective 1) Developing pupils as Individuals
Investigate individuals who are considered to have taken a significant moral stand and examine their motivation and legacy.
(Moral Character)
(Objective 2) Developing pupils as Contributors to Society
Investigate the impact of significant events/ideas of the 20th century on the world.
(Cultural Understanding)
Investigate critical issues in history or historical figures who have behaved ethically or unethically.
(Ethical Awareness)
Language and Literacy: English With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.
Develop the ability to use language (including body language) effectively in communicating with and relating to others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Explore the power of a range of communication techniques to inform, entertain, influence and persuade.
(Media Awareness)
Language and Literacy: Irish (in Irish Medium Schools) With Media Education
(Objective 1) Developing pupils as Individuals
Engage, through language, with their peers and with fictional and real-life characters and situations, to explore their own emotions and develop creative potential.
(Personal Understanding)
Explore and respond to others’ emotions as encountered in literature, the media, moving image and peer discussion.
Develop an understanding of the power of languages (including bi-lingualism and body language) to communicate and empathise with others.
(Mutual Understanding)
Explore the use of language and imagery in conveying and evoking a variety of powerful feelings.
(Spiritual Awareness)
(Objective 2) Developing pupils as Contributors to Society
Use literature, drama, poetry or the moving image to explore others’ needs and rights.
(Citizenship)
Explore the power of a range of communication techniques to inform, entertain, influence and persuade.
(Media Awareness)
The Arts: Drama
(Objective 1) Developing pupils as Individuals
Explore and respond to the views and feelings of others.
(Mutual Understanding)
Learning For Life and Work: Local and Global Citizenship
Human Rights and Social Responsibility
Investigate local and global scenarios where human rights have been seriously infringed.
Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.
Equality and Social Justice
Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts.
Alpha History
Tags: Info, Eyewitness
Opportunities for Cross Curricular learning
Using ICT
The resources examine the topic utilizing a number of different media, which serve to engage pupils with the material, challenging them to think more creatively and encourage discussion.
The project could inspire tasks that would support presenting, researching, working with images and working with sound.
Communication
The resources provide pupils with the opportunity to develop their talking and listening, reading and writing skills through independent learning and shared experience.
Opportunities for Thinking Skills and Personal Capabilities
Using the content, pupils have the opportunity to investigate meaning, explore ideas and analyse the information they are provided with. Within their individual learning, through group work and by questioning ideas, there is ample scope within the materials to include a focus on TS & PC. For this section, the following strands from the TS & PC framework are the most obvious to consider:
Managing Information
Pupils have the opportunity to:
- ask focused questions;
- select, classify, compare and evaluate information;
- use a range of methods for collating, recording and representing information; and
- communicate with a sense of audience and purpose.
Thinking, Problem-Solving and Decision-Making
Pupils have the opportunity to:
- make links between cause and effect;
- use different types of questions; and
- make connections between learning in different contexts.
Being Creative
Pupils have the opportunity to:
- experiment with ideas and questions;
- make new connections between ideas/information;
- challenge the routine method; and
- take risks for learning.
Working with Others
Pupils have the opportunity to:
- listen actively and share opinions;
- give and respond to feedback;
- take personal responsibility for work with others and evaluate their own contribution to the group;
- respect the views and opinions of others and reach agreements using negotiation and compromise; and
- suggest ways of improving their approach to working collaboratively.
Self-Management
Pupils have the opportunity to:
- be aware of their personal strengths, limitations and interests;
- set personal targets and review them;
- organise and plan how to go about a task; and
- focus, sustain attention and persist with tasks;
Opportunities to develop
Possible Task
Research a suitable image of Lenin and edit it so that it includes a short bio and information on his involvement in the October revolution.
Researching the supplied content, identify and record important information on Lenin and his involvement in the October revolution. Follow this up by performing an online image search; choose a suitable image, save it and then open it in a piece of image editing software and add the information you researched to create a new image. Research propaganda posters from the era – can you replicate this?
Areas of Learning: The Arts (Art and Design), Language and Literacy (English/Irish with Media Education), Environment and Society (History)
