AUGUST Student Lectures 2010
Sunday 1 August, University of Melbourne


INTERNATIONAL BACCALAUREATE
10.00–11.00: Lecture One
The Struggle for China: 1911–1949
Dr James Leibold, La Trobe University
The Republican period (1911-1949) marked the apex of China’s traumatic transition from a tradition-based empire to a modern nation-state. Confronted with foreign imperialism and domestic warlordism, Chinese elites experimented with a number of different social, cultural and political formulas for ‘awaking the people’ and ‘saving the state’. This talk will provide an overview of these different formulas and suggest several theories as to why the model proposed by the Chinese Communist Party eventually triumphed.

11.00–12.00: Lecture Two
Mao’s China: 1949–1976
Dr James Leibold, La Trobe University
This talk will explore the legacy of Mao Zedong’s nearly three decades of rule over the People’s Republic of China (PRC). Some, such as Jung Chang and Jon Halliday, the authors of the new biography Mao: The Unknown Story, place Mao in the company of Stalin, Hitler and Pol Pot, arguing that he was responsible for over seventy million deaths. From their perspective, Mao was a psychopathic monster who nearly single-handedly destroyed the Chinese people and their rich cultural tradition. Others point to some of the positive ways in which Mao transformed Chinese society, for example, reducing the illiteracy rate from eighty per cent to less than seven percent and more than doubling the life expectancy rate in a mere thirty-five years. For its part, the Chinese government declared following Mao’s death that he was ‘seventy-percent right and thirty percent wrong’. How do we come to terms with Mao’s complicated legacy? In this session, Dr Leibold will explore some of Mao’s greatest accomplishments and biggest failures before considering his near cult-like status in China today.

1.00–2.00pm: Lecture Three
Origins and Course of the Cold War 1945–1963
Ross Featherston, Geelong Grammar School
The Cold War is a popular Route 2 Twentieth Century World History topic and is assessed on Paper 2 (SL and HL). This lecture will cover the origins and causes of the Cold War and will assess key events up to and including the Cuban Missile Crisis. Sample essay questions will be assessed.

2.00–3.00: Lecture Four
Course and End of the Cold War 1964–1991
Ross Featherston, Geelong Grammar School
The Cold War is a popular Route 2 Twentieth Century World History topic and is assessed on Paper 2 (SL and HL). This lecture will cover the course of the Cold War from 1964 onwards and will assess the end of the Cold War with the collapse of the USSR in 1991. Sample essay questions will be assessed.

AUSTRALIAN HISTORY PROGRAM
10.00-11.00: Lecture One–CHOOSE ONE
A. World War I
Faye Quinn, Caulfield Grammar School
In this session, Faye will provide advice to students on the following questions:
• How should students tackle writing an essay or report for history and for World War 1?
• What key ideas should students should include into a great essay or report?
• What visual and written representations should students include to support ideas?
• What other resources do students need to survive?
• How can students develop excellent notes as part of their preparation for the outcome?

B. The Great Depression
Dr David Potts, La Trobe University
One surprising part of the Depression story is a general improvement in health, and a fall in suicide rates, as unemployment deepened. This talk explores the reasons for this, related to public help and inspiring
self-help; the achievements of the poor materially and mentally in managing their daily lives. Also considered are ideas at the time of what matters most in life.

C. World War II
Dr Richard Trembath, The University of Melbourne
Australia went to war in 1939 as a loyal member of the British Commonwealth. Yet the Japanese entry into the war in 1941 resulted in Australia looking to the United States as the major power in the Pacific. No longer was Britain our only major ally and protector. In order to meet the threat posed by the Japanese, Australia encouraged the participation of the entire nation in the war effort. Women, especially, entered the labour and defence forces in unprecedented numbers as Australia went ‘All In’.

11.00–12.00: Lecture Two-Choose One
D. The Vietnam War
Jo Leech, Carey Baptist Grammar School
In this session, Jo will discuss, why and what caused the attitudes of Australian citizens to change from 1965–1079 as a result of the war in Vietnam. Using a range of primary and secondary sources you will explores these changing attitudes and draw your own conclusions.

E. Immigration
Dr Gwenda Tavan, La Trobe University
The White Australia policy was gradually dismantled during the 1960s and early 1970s, paving the way for increased migration from Asian countries. In this lecture Dr Tavan identifies the complex social and political factors that compelled this important liberalisation of policy, including changing social attitudes and changing economic and political concerns for Australia as a whole. She evaluates the role that specific issues and events played in facilitating policy and social change, including the controversial Nancy Prasad case of 1965 and the emerging Indo-Chinese refugee crisis of the mid 1970s.

RENAISSANCE ITALY PROGRAM
10.00–11.00: Lecture One–CHOOSE ONE
A. Social Life: Florence
Dr Nicholas Eckstein, University of Sydney
Religious belief, and the practice of that belief, were a vital element in the everyday lives of Florentine men and women. This lecture examines Florentine confraternities, which were one of the principle forms of organised religious activity for the citizenry. The lecture also attempts to look through Florentine eyes, so as to understand how contemporaries understood, acted out and literally ‘envisioned’ their religion: in books, paintings and the spaces of the city; and through various kinds of cultural performance including private and group devotion, pageants, plays and public rituals.

B. Social Life: Venice
Anne McIIroy, Genazzano FCJ College
Anne will endeavour to navigate students through the 'complex web' that is social life and relationships in Renaissance Venice. From the enigmatic concept 'social map' to the myriad of individuals, groups and deviants who populate the city-state, Anne will aim to enhance student understanding while utilising recent historiography framed around the November exam and Examiner's Reports from recent years.

11.00–12.00: Lecture Two
C. The Myth of Venice
John Whitehouse, The University of Melbourne
Two powerful representations of Venice have shaped the way in which we see the city. The positive myth speaks of a successful, well-governed state. Destined for greatness, this unique city rests upon the waves. In contrast, the counter myth stresses expansionism, secrecy and oppression. How might we evaluate these views?

REVOLUTIONS PROGRAM
1.00–2.00pm: Lecture One–CHOOSE ONE
A. France: Area of Study One
Dr David Garrioch, Monash University
This lecture will focus on Outcome One: evaluate the role of ideas, leaders, movements and events in the development of the revolution.

B. Russia Area of Study One
Richard Malone, Caulfield Grammar School
This session explores the prominent ideas, leaders and movements that combined to result in the abdication of the tsar and later the overthrow of the Provisional Government by Lenin's Bolshevik Party. The key question asked is 'Why did the Russian Revolution occur?'A variety of engaging images and media will be used to investigate these issues.

C. China: Area of Study One
Trevor Sowdon
This lecture will cover China from 1898 to 1949, looking at:
> skills and knowledge required
> language matters
> key personalities
> historiography, with particular attention to problems associated with The Long March and fighting the Japanese.

D. Working with Russian Historiography
Tom Ryan, Woodleigh School
This session will provide an overview of the different schools of thought and explore key historiographical issues in the study of the Russian Revolution. Topics from both areas of study will reviewed. This session would be of benefit to both those seeking an introduction to the topic and for students wishing to extend their knowledge.

2.00-3.00: Lecture Two–CHOOSE ONE
E. France: Area of Study Two
Professor Peter McPhee, The University of Melbourne
This lecture will examine the significance of the revolutionary period 1789-95 in creating political, social and economic change. How ‘revolutionary’ was the Revolution? Was French society fundamentally changed as a result of it? What did it mean in the daily life of women, peasants and other social groups in France?

F. Russia: Area of Study Two
Richard Malone, Caulfield Grammar School
This session explores the reforms, crises and responses of the new Bolshevik Government in the new society. The key question asked is 'How successful was the new government in transforming society?'
A variety of engaging images and media will be used to investigate these issues.

G. China: Area of Study Two
Rachael Rosedale, St . Catherines School, Toorak
This presentation will focus on the following key questions:
> Mao and early Communist rule (1950–1957)
> The revolutionary government’s vision of a new society and difficulties in implementing it
> The three major crises faced by Mao and CCP between 1957–66 and their responses.
> The nature of the new society created in China.

H. Writing for the Revolutions Exam
Luke Cashman, Penleigh and Essendon Grammar School
To maximise their examination performance students require a very clear understanding of the structure of the exam, the types of questions in each section of the paper, the content and length of responses required for each type of question, and how to manage four different types of questions in the two hours allowed. This lecture will explore these and other related issues. Students should be aware that the 2009 exam paper will be structured differently from previous years. Some sample answers for all revolutions will be distributed.

3.15–4.15: Presentation by Historia Inc.
I. Queen Marie Antoinette and Marianne

Two women that best illustrate the clash of two different worlds: Marie Antoinette represents the Ancien Regime, the political and social system of absolute monarchy, ruling by the grace of God and supported by a powerful aristocratic court. Marianne, a fictitious character that personifies ‘Liberty leading the people’, surges forward to a modern democratic future. Marianne brings Liberty, Fraternity and Equality to her people and carries the aspirations of an assertive middle class determined to assume control in the affairs of the State and replace the ancient orders of nobility and the Church in leading the Nation.
Historia is proud to bring to the HTAV Student Lecture Series an audio-visual presentation that explores this conflict in parallel narratives from multiple perspectives.
Join us as we bring together the key personalities and the turbulent events from original texts, images and music of the French Revolution. Click on the image below to view the poster in full.

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