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ERIC Number: EJ1002093
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0037-7724
Helping Students Analyze Revolutions
Armstrong, Stephen; Desrosiers, Marian
Social Education, v76 n1 p38-46 Jan-Feb 2012
A visitor to a random sampling of Modern World History classes in the United States will find that the subject of "revolution" is a favorite for many students. Reading about and researching individuals and topics such as Tsar Nicholas II, Rasputin, Marie Antoinette and guillotines is never boring. Unfortunately, in too many classrooms, revolutions are studied in complete isolation of each other; a student might study the French Revolution near the beginning of the school year and the Russian Revolution several months later and make absolutely no connection between the two events. In the twentieth and twenty-first centuries, numerous political scientists and historians have written about the connections between various revolutions, discovering common patterns, structures, and characteristics of both historical and contemporary revolutions. This article will review important general theories of revolution written in the modern era that have influenced the study of revolutions. They will be presented in a format that enables any Modern World History teacher to understand them and utilize them with his or her classes without much difficulty. (Contains 26 notes.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; France; Russia