Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
This course is about revolutions in global history - sudden turning points that transformed the world. It considers different kinds of historical revolutions relating to politics, science, social life, ideas, culture, and behaviour that have decisively shaped the modern condition. Key topics include the French, American, and Haitian Revolutions of the end of the eighteenth century inspired by new forms of representative government and human rights, and the scientific revolutions (associated with Copernicus, Newton, and Darwin) that changed the way humans understood themselves in relation to the natural world. The course also examines the various Industrial Revolutions that witnessed dramatic changes in economic relationships due to the respective adoption of coal-fired, chemical, and digital technologies; and social and cultural revolutions, such as arguments for the emancipation of women, the Modernist cultural revolution, and the Russian Revolution of 1917, all of which imagined a reordering of society and human experience. In recent history, both the post-war Green Revolution and the Sexual Revolution of the 1960s have radically challenged social conventions and behaviours. Taken together, these revolutions all had global ramifications that shaped the political, social, cultural, and intellectual landscapes of our world today. Throughout the course, students will read both primary and secondary sources to gain insight into these transformative moments in global history. They will be challenged to think about some of the deeper conceptual issues related to "revolution" itself: as an idea, as an event, and as a category of historical analysis. What makes a historical event a "revolution"? How do historians use the term to make sense of the past, compared to its everyday usage? Why are some events considered a revolution while others are not? Can our present world be understood as the result of previous revolutionary outcomes?
Course contact
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
- Familiarise students with the main political, social, economic, and scientific revolutionary moments in global history from the early modern period to the present;
- Explain the key historical figures and ideas that shaped the revolutionary events;
- Situate the major revolutions within the larger social and cultural contexts of the time;
- Enable students to consider conceptual issues related to “revolution” as an idea, event, and category of historical analysis;
- Develop high level skills in oral and written communication.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically analyse and apply a range of different methods and theories of revolution derived from political science, sociology, the history of science, and gender history.
LO2.
Understand the origins, consequences, and continuing influence of key revolutions in the past.
LO3.
Compare and contrast political, scientific, industrial, and cultural revolutions from a global perspective while understanding some of the important issues that led to transformative change in the past.
LO4.
Critically appraise globally sourced academic literature in the field of the history of revolutions.
LO5.
Demonstrate critical thinking, creativity, and a high quality of written and oral expression.
LO6.
Consider and analyse the ethics of revolutionary action in the past, particularly in regard to decision making and its effects.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Tutorial Participation
|
20% |
Weeks 2-9, 11-12 |
| Quiz |
Mid-Term Quiz
|
10% |
9/09/2025 |
| Essay/ Critique | Research Essay | 40% 2000 words |
17/10/2025 2:00 pm |
| Examination |
Final Exam
|
30% |
End of Semester Exam Period 8/11/2025 - 22/11/2025 |
Assessment details
Tutorial Participation
- In-person
- Mode
- Oral
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
Weeks 2-9, 11-12
Task description
You are required to attend all tutorials across the semester (ten in total, weeks 2-9, 11-12) and participate in class discussion. Marks will be awarded for evidence of having completed the required readings for each tutorial, for engaging substantially in class discussions, and for fostering group discussions. In-person attendance is necessary to fulfil these participation tasks.
NOTE: Tutorials start in Week 2.
AI: This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Mid-Term Quiz
- In-person
- Mode
- Written
- Category
- Quiz
- Weight
- 10%
- Due date
9/09/2025
Task description
In-class quiz that will be administered during the Week 7 tutorial, testing knowledge of the learning activities of Weeks 1-6.
AI: This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
17/10/2025 2:00 pm
Task description
Your major assessment for this course is a 2000-word essay, in response to one of the questions below. Your essay should be based on original reading and research in the relevant historical literature to your topic, with at least 12 items in your bibliography. While most of these will be secondary sources, you must use at least 3 primary sources as well. As this is an essay assessment, your examination of the topic should have all the elements of an essay including an introduction, conclusion, and thesis statement. This essay is to be completed with footnotes and a bibliography according to essay conventions, and uploaded to Turnitin by the due date. Be sure to double-space, and include a title.
1. Choose a major historical figure and consider their role in shaping a specific revolution.
2. Choose a major historical text and consider the way in which it informed or inspired a specific revolution.
3. Write a historiographical research essay on a particular revolution. What are the key issues of debate that motivate historians in relation to that revolution?
4. Make a case for or against Thomas Kuhn’s model for understanding scientific revolutions by examining one of the Copernican, Newtonian, Chemical, Darwinian, or Einsteinian Revolutions.
5. Assess the global impact of a specific revolution. How does understanding the revolution’s global dimension alter its traditional historiographical meaning?
6. Develop a question of your own about a specific revolution but ONLY after consultation with the course co-ordinator and ONLY with their approval.
Referencing style: Students must use Chicago style for references (footnotes) and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: A word count that is within ±10% of the set length (1,000 words) is acceptable. Word count does not include bibliography or footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Final Exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 30%
- Due date
End of Semester Exam Period
8/11/2025 - 22/11/2025
Task description
Two-hour exam that will consist of two parts: the first part will be identification questions (testing knowledge on Weeks 7 to 13); the second part will be an essay question testing knowledge of the whole course. There will be plenty of choice.
AI: This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.ﾠ |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Additional course grading information
Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85–100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75–84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65–74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50–64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45–49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25–44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0–24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured essay.
- Engagement with academic sources and evidence.
- Creativity or originality in analysis
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85–100%), your essay will reflect an exceptional level of achievement. It will demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It will also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 6 (Distinction, 75–84%), your essay will reflect an advanced level of achievement. It will demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 5 (Credit, 65–74%) your essay will reflect a proficient level of achievement. It will demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in expression, and demonstrate your ability to communicate effectively. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. You work will have some inconsistencies or contradictions that fail to demonstrate proficient understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 4 (Pass, 50–64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, and expression will be adequate and use some of the discipline conventions to communicate appropriately. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. Your work will have inconsistencies and contradictions that demonstrate only adequate understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 3 (Marginal Fail, 45–49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, and expression will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. Your work will have inconsistencies and contradictions. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. The overall response will not adequately address the task.
To achieve a grade of 2 (Fail, 25–44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. Your work will have inconsistencies and contradictions The overall response will not adequately address the task.
To achieve a grade of 1 (Low Fail, 0–24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate. Your work will show no original analysis or evidence of independent thought, with factual errors and misrepresentation of source material and no meaningful correspondence to the assignment prompt.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Exam Assessment Criteria
Your exam responses will be assessed according to the following criteria:
Short Answer Questions
Students will be assessed on:
- Ability to produce a succinct response to a directed question.
- Knowledge of key themes or ideas.
- Ability to employ relevant terminology, as required.
- Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
- Ability to recognize key issues in the question.
- Ability to structure an argument.
- Use of evidence.
- Engagement with academic scholarship and/or debates.
- Clear and concise written expression, well presented.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- ﾠFailure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- ﾠAll students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- ﾠ ﾠA valid Turnitin receipt will be the only evidence accepted if assessments are missing.
- Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero.
- In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- ﾠ ﾠPlagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1ﾠ
- ﾠﾠ ﾠFeedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- ﾠﾠ ﾠFor information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Week 1: Introduction and The Glorious Revolution Course introduction, explanation of activities and assessment. We will also look at the long-term consequences of the "Glorious Revolution" of 1688. (No tutorial this week.) |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Week 2: The American Revolution Discussion of the social, cultural, and intellectual factors that brought 13 colonies together to confront British rule in North America. There will be a particular focus on the Enlightened ideals that motivated the revolutionaries and the limits to their application, particularly with regard to the institution of slavery. |
Tutorial |
Week 2: The American Revolution and Slavery Discussion of Christopher Leslie Brown, "The Problems of Slavery," in The Oxford Handbook of the American Revolution, ed. Jane Kamensky and Edward G. Gray (Oxford University Press, 2012), 427-446. |
|
Week 3 (11 Aug - 17 Aug) |
Lecture |
Week 3: The French Revolution This week explores the dramatic events of the French Revolution, focussing in particular on the period known as The Terror. |
Tutorial |
Week 3: The French Revolution and the Terror Discussion of Marisa Linton, "Jacobins and Terror in the French Revolution," in The Cambridge History of the Age of Atlantic Revolutions, ed. Wim Klooster (Cambridge University Press, 2023), pp. 225-246. |
|
Week 4 (18 Aug - 24 Aug) |
Lecture |
Week 4: The Haitian Revolution This week will explore the complex series of events known as the Haitian Revolution by focussing in particular on the international geopolitical context. |
Tutorial |
Week 4: The Haitian Revolution in Atlantic Context Discussion of David Geggus, ""The Haitian Revolution in Atlantic Perspective," The Oxford Handbook of the Atlantic World, 1450-1850, ed Nicholas Canny and Philip Morgan (Oxford: Oxford University Press, 2011), 533-549.. |
|
Week 5 (25 Aug - 31 Aug) |
Lecture |
Week 5: Scientific Revolutions During this week we will discuss Thomas Kuhn's theory of the structure of scientific revolutions and we will consider this historical model alongside transformations in early modern astronomy and physics under the guise of the Copernican and Newtonian Revolutions. |
Tutorial |
Week 5: Was there a Singular Scientific Revolution? Roy Porter, “The Scientific Revolution: A Spoke in the Wheel?” in Revolution in History, ed. Porter and Mikuláš Teich (Cambridge: Cambridge University Press, 1986), 290–316. |
|
Week 6 (01 Sep - 07 Sep) |
Lecture |
Week 6: The Darwinian Revolution This lecture will discuss the rise of an evolutionary perspective of life alongside the development of Charles Darwin's theory of evolution. We will explore the deeper meanings implied by this radical shift in perspective and also consider if Peter Bowler's notion of a "Non-Darwinian Revolution" is more appropriate. |
Tutorial |
Week 6: The Non-Darwinian Revolution Discussion of Peter Bowler, "Imagining a World Without Darwin," in Darwin in the Twenty-First Century, ed. Kathleen Eggleson, Phillip R. Sloan, and Gerald Mckenny (University of Notre Dame Press, 2015), 383-403. |
|
Week 7 (08 Sep - 14 Sep) |
Lecture |
Week 7: Industrial Revolutions During this week we will consider both the First and Second Industrial Revolutions. While the first is often understood as integrating steam power with a host of industrial technologies in Britain the second represents a stage whereby scientific technologies and practices were explicitly adopted by bourgeoning economies such as Germany and America. |
Tutorial |
Week 7: The Second Industrial Revolution Discussion of James Hull, “From Rostow to Chandler to You: How Revolutionary was the Second Industrial Revolution?” Journal of Economic History 25 (1996): 191–208. *In-class quiz* |
|
Week 8 (15 Sep - 21 Sep) |
Lecture |
Week 8: Revolutions in Time and Space, 1880-1914 This week explores the radical transformations of modern life associated with the end of the nineteenth century and beginning of the twentieth. We will look in particular at transformations in scientific theories and philosophies related to concepts of space in time at the fin de si￨cle. |
Tutorial |
Week 8: The Temporality of the July Crisis Discussion of Stephen Kern, “The Temporality of the July Crisis,” in The Culture of Time and Space, 1880–1918 (Cambridge: Harvard University Press, 1983), 259–286, 356–359. |
|
Week 9 (22 Sep - 28 Sep) |
Lecture |
Week 9: The Russian Revolution This week discusses the Bolshevik Revolution of 1917 and examines in particular the influence of Marxist ideology in bringing about a complete transformation of Russian society. |
Tutorial |
Week 9: Did the Russian Revolution Have to Happen? Discussion of Richard Pipes, "Did the Russian Revolution Have to Happen?" The American Scholar 63 (1994): 215-238. |
|
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
MID-SEMESTER BREAK |
Week 10 (06 Oct - 12 Oct) |
No student involvement (Breaks, information) |
Week 10: LABOUR DAY No lecture or tutorial this week. |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Week 11: The Cultural Revolution This week will discuss the Cultural Revolution of 1966-1976 in China, that was launched by Mao Zedong to remove all vestiges of capitalist and bourgeois elements of society. It was a mass mobilisation of society on ideological grounds that affected much of the population and led to the persecution of millions of people with family members turning against one another in order to fulfil Mao's goal of purifying communist rule. |
Tutorial |
Week 11: The Cult of Personality and Mass Mobilisation Discussion of Andrew G. Walder, “The Chinese Cultural Revolution,” in The Cambridge History of Communism, vol. 2: The Socialist Camp and World Power, 1941–1960s, ed. Norman Naimark, Silvio Pons, and Sophie Quinn-Judge (Cambridge: Cambridge University Press, 2017), 87–112. |
|
Week 12 (20 Oct - 26 Oct) |
Lecture |
Week 12: The Sexual Revolution This week's class explores the sexual revolution of the 1960s and 1970s, which witnessed dramatic transformations in sexual behaviour and values. |
Tutorial |
Week 12: The Clashing of New Sexual Scripts Discussion of Angus McLaren, “‘Sexual Revolution?’ The Pill, Permissiveness and Politics,” in McLaren, Twentieth-Century Sexuality (Oxford: Blackwell, 1999), 166–192, 269–275. |
|
Week 13 (27 Oct - 02 Nov) |
Lecture |
Week 13: The Green Revolution This week considers the Green Revolution, a term used to describe the massive increase in agricultural productivity in the 1960s and 1970s due to technological and scientific innovations. We'll also consider more critical views of the geopolitical and environmental consequences that undermine the typically heroic narratives of the Green Revolution. (No tutorial this week) |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.