History Grade 9 Russian Revolution Unit: 1917 Revolution Assessment

Statement of Inquiry: “Ideology and inequality are powerful agents of change that can cause
innovation and revolution”

In October 1917, Russia experienced an ideological revolution – what were the causes that led to it?

Goal: Your goal is to show, through investigation the causes of the 1917 Bolshevik Revolution, how
“ideology and inequality are powerful agents of change that can cause innovation and revolution.”

Role: Imagine the year is 2017… You are producing a brochure for schools to mark the centenary of the
Revolution. You have to explain the causes of the Revolution to UK secondary school students.

Alternatively, you are a Professor of History, writing a centenary article about the causes of the October
1917 Revolution, for respected publication, ‘History Today’, aimed at 16-21 yr-old students.

You need to distinguish between long-term and short-term causes/factors. As part of the planning and
scaffolding process, please create a fishbone diagram similar to the below with bullets beneath each
cause/factor, to illustrate the causes. Templates have also been provided

You will hand this in as a formative assessment. See assessment timetable below
If writing a brochure: after an introduction slide setting out the historical context, each slide should be
themed as a cause/factor, consistent with your fishbone diagram, highlighting whether it is a long or
short-term cause and explaining and evaluating the cause and consequence of each factor as it led to
the 1917 Bolshevik Revolution. You should have at least four causes/factors, maximum six.

Your final two slides should be structured:

1. Your evaluation as to what the most significant cause/factor was
2. Your connections and explanation of the statement of inquiry in action

If writing a History Today Article: look to have an article of around 6 paragraphs with an introduction and
conclusion. The word count should be between 1200-1400 words – but no more than 1400!
Your conclusion should include:
1. Your evaluation as to what the most significant cause/factor was
2. Your connections and explanation of the statement of inquiry in action

You will use the textbook (on Teams/class materials/additional resources) as your basis and identify and
create a bibliography for other reliable and relevant sources you may use. You will upload to Teams

ATL skills:
III. Organisation Skills
- use appropriate strategies for organising complex information
- plan short and long-term assignments; meet deadlines
Evidence: Fishbone diagram and planning tables will be formatively assessed

You will be summatively assessed against the following MYP Criteria:

Criterion A: Knowing and understanding

1–2 The student:
ii. demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or
examples.

3–4 The student:

ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions,
explanations and examples.

5–6 The student:

ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions,
explanations and examples.

7–8 The student:

ii. demonstrates excellent knowledge and understanding of content and concepts through thorough, accurate
descriptions, explanations and examples.

Criterion C: Communicating
1-2 The Student
i. Communicates information and ideas in a style that is not always clear.
ii. Organises information and ideas in a limited way.

Criterion D: Thinking critically

1–2: The student:
ii. summarizes information to a limited extent to make arguments
iv. identifies different perspectives and minimal implications.

3–4 : The student:

ii. summarizes information to make arguments
iv. interprets different perspectives and some of their implications.

5–6: The student:

ii. synthesizes information to make valid arguments
iv. interprets different perspectives and their implications.

7–8: The student:

ii. synthesizes information to make valid, well-supported arguments
iv. thoroughly interprets a range of different perspectives and their implications.

Assessment Timetable
9 History 1

Week
20 Day 10 - Assessment given for homework
21 Day 1 Assessment Q and A
Day 2 - Assessment for HW
22 Day 6 – Lesson - write assessment in class (1)
Day 8 – Lesson - write assessment in class (2) Hand in causes draft at end of class
(10th March)
Day 10 – Assessment for HW
23 Day 1 – Final day to work on assessment in class (3)
Day 2 – Assessment for homework.
24 Day 6 – Hand in assessment in class (March 22rd)
Assessment Checklist

I have at identified at least 4 causes of the October Revolution

I have identified a maximum of six causes of the October Revolution

I have used the fishbone diagram to organise my work

Under each cause in the fishbone diagram I have written bullet points explaining the
reasons for the cause of the October Revolution

I have identified if the causes of the October Revolution are short term or long term
causes identifying the cause and consequence of each.

I have identified which is the most significant cause of the Revolution

I have linked my article/brochure to the statement of inquiry

 Fishbone Diagram Table – Attached as an excel document

Fishbone Diagram Table Template

Long Term Causes

1. Cause 2. 3.

Explanation/bullet points

Bolshevik Revolution
Short Term Causes

1. Cause 2. 3.

Explanation/bullet
points

Fishbone Diagram Template

1. Cause
 …..
 ….

Bolshevik
Revolution