THS - Humanities - Year 9 - T1 - History

The Effects of Revolution – History Report

This term in humanities we are studying the causes,

effects, and experiences of drastic change in Britain,
Australia, and around the world in the 18 th and 19th
centuries. Your job in this assessment is to pick
three different revolutionary changes, and tell
about the effects these had on peoples’ lives. There
are many types of revolution to choose from:

Agricultural | Industrial | Economic |

Political | Social |
Religious

And within each there are countless specific examples, with specific effects on peoples’ lives. These
examples come from Australia, Britain, and around the world. A few examples include…

Enclosure in Britain | Railroads connecting the East-West coasts of North America |

The East India Company | Eureka Stockade | Labour Rights | Irish Nationalism

Your task is to choose three such cases of revolutionary change, investigate them and their effects
on peoples’ lives, and tell their tales. In doing this you MUST:

 Cover people and events from between 1750 and 1900

 Base (at least) one effect of revolutionary change in Australia
 Cover at least two different types of revolutionary change
 Support all examples with (at least one) primary sources.
Follow the steps to complete this assessment task:

1) Choose three examples of revolutionary change (remembering the ‘MUST’s from page 1). Include
Roughly when and where these happened and name the type of revolution they were.

e.g. Enclosure of public lands in Britain in the 1700-1800s as part of the Agricultural Revolution

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1_________________________________________________________________________________________________________

2_________________________________________________________________________________________________________

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2) Search through your textbook, check the library for books, and search the internet for information about
your three chosen revolutions. Record what you find (brief descriptions) AND where you found it in the grid.
Note primary and secondary sources where they are clear:

Revolution Textbook (secondary) Library Book Internet Search

/ Source
(p.#s) (author, title) (website names, author?)
e.g. P. 48-49 How population shifted into ‘Agricultural Revolution in England’ ‘The Land magazine’ by Simon Farlie.
cities and the impact enclosure had on By Mark Overton > A secondary A secondary source essay about the
rural lives. source history book with lots of downsides of enclosure. Quotes
Primary source letters from witnesses to
detailed information about how primary sources.
enclosure.
enclosure happened. Primary source FFF.com secondary source article by
statistics, letters, and paintings from Wendy McElroy on how enclosure is
the period,. connected to the industrial revolution

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3) Sort what you’ve found into causes and effects of your chosen revolutions. Be brief; just name; don’t
explain. Try to have multiple causes and effects, and a mix of positive and negative effects for each revolution.
Where you lack examples, head back to the textbook / library / internet and fill in the gaps:

CAUSES of EFFECTS of
e.g. *increases in the price of agricultural products (wool) > Many poor farmers lose their homes and
jobs
*innovation increases efficient use of farmland > The amount of food grown increases
*farming technology allows more work to be done by > Land owners get richer
fewer people > Poor people must move to towns and cities

1.

2.

3.

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4) Find and save/print images for your report. You should have images that help explain all three of your
revolutionary changes. These images should be primary sources whenever possible. Each image should
have a caption / annotation that explains what it shows, when and where it is from, and how it connects to
your revolution.

e.g.
This aerial photograph shows medieval style strip-farms where land was
divided between many poor farmers before enclosure.
This helps visualise how many farmers would have lost their farms due to
enclosure when large numbers of these strips were enclosed into one
large field.
Photo © Cornwall County Council Historic Environment Service
From http://www.historic-cornwall.org.uk/flyingpast/medieval.html

Record information about images (see above) here:

Description & Details Source info & URL

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5) Now combine, expand, and fit all this into a report. Give your report a title, explain the causes and effects
of your three chosen revolutionary changes, include your images, and make sure you have a bibliography
listing all your sources and key information about them. See the attached template for guidance.

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HEADLINE / TITLE

Image related to topic ^

Your Name
Your Form
Your Teacher

***This template jams everything together to save space. In your finished version, however, each
paragraph and accompanying images/etc. should be around a page. Plus, a page for bibliography.
The whole thing should need to be around 5-6 pages, typed***

Paragraph 1 – Introduce one revolutionary change (why is it important?)

Paragraph 2 – The causes of this revolutionary change (when/how/why did it happen?)

Image(s) showing something relating to the causes of this revolution

Paragraph 3 – How this revolution effected people. Details and specifics about the lives of individuals
involved and the historic records they left behind (newspaper clippings, letters, records of
births/deaths/punishments, marriages/etc.). The different perspectives of the change.
(This is a great place for primary source materials to be included)

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Image(s) [graphs
charts/maps/etc.], including
primary sources, that help
express the experiences of
individuals effected by your
revolutionary change.

***Repeat paragraphs 1-3 and include more images for the other two revolutionary changes you
chose. Each should be about a page in total (including images and their captions)***

Final Paragraph – Conclusions. Sum up anything you believe is true about revolutionary change, in general
– its causes and effects.

BIBLIOGRAPHY (this should be on its own page, at the end and have AT LEAST six (6) different sources,
two for each revolution example. Remember, that all images/charts/maps you use must be sourced as well.

e.g.

[textbook, secondary source] Hughes, Darlington, Smithies, Wood History Alive 9 for the Victorian
Curriculum, pp. 2-217, 2017

[Website, secondary sources] “The Medieval Countryside” on Flying Through Cornwall’s Past, Cornwall
Council & English Heritage. http://www.historic-cornwall.org.uk/flyingpast/medieval.html viewed:
15/12/2016

[Primary source image] “Wandsworth Common poster” 1870 campaign poster against enclosure found at
https://campaignerkate.wordpress.com/2015/11/23/to-venge-the-common-right/ posted: 23/11/2015

***I won’t be strict about bibliography formatting, but ensure you include all relevant info about each of your
sources:
AUTHOR, TITLE, PUBLICATION, DATE PUBLISHED/UPDATED + WEB ADDRESS, DATE POSTED/VISITED***
(or as much as possible)

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