With the decline and disappearance in the 19th and 20th centuries of monarchies based on hereditary descent, dictatorship became one of the two chief forms of government in use by nations throughout the world, the other being constitutional democracy. Rule by dictators has taken several different forms.

Alfred the Great is one of the most famous Anglo-Saxon Kings. He was known for trying to unite the Anglo-Saxon kingdoms to fight back against the Vikings who were invading the North of England. As well as being a strong military leader many of the fantastic artefacts, books and buildings were designed and made under the orders of King Alfred. Today we will using sources to make inferences about if Alfred deserves to be called Alfred ‘The Great.’ Inference – An idea or conclusion that is taken from a piece of evidence. In History a source will suggest something about someone, something or an event.

A detailed and informative account of the French Revolution. Ideal for KS3 and KS4.

In an auction sale slaves would be brought from the pen to stand on a raised platform so they could be seen by the buyers. People could inspect the slaves if they wanted to. The auctioneer would decide a price to start the bidding and whoever gave the highest price won. In a scramble sale all people who wanted to buy a slave would pay the trader an agreed amount of money. The trader would then give them a ticket and all buyers would rush in the pen and grab the slaves they wanted. It was a terrifying ordeal for the slaves.

In 1807 the slave trade was abolished throughout the British Empire. In 1833 slavery itself was abolished in all British colonies.

Get a detailed account of the French Revolution. Ideal for KS3 and KS4

The outbreak of the English civil wars between royalists and parliamentarians in 1642 led to the execution of the English king, Charles I, on January 30th 1649. Horrified by this, hundreds of English royalists fled to Ireland to regroup. The English parliament was now encircled by threats from Scotland and Ireland. Both declared their loyalty to Charles Stuart (Charles I’s son), while England became a republic and appointed Cromwell as lord lieutenant of Ireland.

Whereas the French had more than 900 heavy guns, the British had barely half this number for a wider front. Additional handicaps were recounted in the History of the Great War Based on Official Documents (British Official History), which states that the problem that confronted British Commander in Chief Douglas Haig was, fundamentally, that of “storming a fortress…It must be confessed that the problem was not appreciated at G.H.Q. (general headquarters).” Instead, “the failures of the past were put down to reasons other than the stout use of the machine-gun by the enemy and his scientifically-planned defences.”

During the Cuban Missile Crisis, leaders of the U.S. and the Soviet Union engaged in a tense, 13-day political and military standoff in October 1962 over the installation of nuclear-armed Soviet missiles on Cuba, just 90 miles from U.S. shores. In a TV address on October 22, 1962, President John F. Kennedy (1917-63) notified Americans about the presence of the missiles, explained his decision to enact a naval blockade around Cuba and made it clear the U.S. was prepared to use military force if necessary to neutralize this perceived threat to national security.

The name the Hundred Years’ War has been used by historians since the beginning of the nineteenth century to describe the long conflict that pitted the kings and kingdoms of France and England against each other from 1337 to 1453. Two factors lay at the origin of the conflict: first, the status of the duchy of Guyenne (or Aquitaine)-though it belonged to the kings of England, it remained a fief of the French crown, and the kings of England wanted independent possession; second, as the closest relatives of the last direct Capetian king (Charles IV, who had died in 1328), the kings of England from 1337 claimed the crown of France.

The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS & A Level History 9489 and to show examples of very good answers. This booklet contains answers to Specimen Paper 1 – Questions 1(a), 2(b) and 3(b), which have been marked by a Cambridge examiner. Each response is accompanied by a brief commentary explaining its strengths and weaknesses of the answer. These examiner comments indicate where and why marks were awarded and how answers could have been improved. These answers should be considered in conjunction with Specimen Paper 1 and the Mark Scheme. The Specimen Paper and Mark Scheme are available to download from School Support Hub.

A powerpoint on the Anglo Saxons Artefacts. Ideal for year 7 and 8 KS3

Learn about Anglo Saxon Culture. Lesson attached with video.

At the start of this enquiry we looked at the idea of what a ‘Golden Age’ was, who the Anglos-Saxons were and then started to look at different areas of the Anglo-Saxons. In todays lesson you will be using many of the skills of a historian that you have learnt so far to establish if Anglo-Saxon England really did have a ‘Golden Age.’ You will be: Analysing evidence Categorising this evidence Begin to come to conclusions AND/OR make judgements Some will use knowledge from previous lessons to support your work.

Why are there different interpretations of the Spanish Empire? A focus on the Aztecs

A lesson on the British Empire- History, geography. Lesson plan with activities and plenary

Information regarding the Treaty of Versailles

Learn about what the Anglo Saxon people believed in . Ideal for KS3

A British slave ship set off from Liverpool or Bristol, carrying trade goods, and sailed to Africa. The slaves were marched to the coast in chained lines called coffles, where they were held in prisons called ‘factories’. The ship then sailed across the Atlantic to the West Indies. This was called the ‘Middle Passage’. Some ships, but not all, then loaded up with sugar and rum to sell in England.

A detailed lessons regarding the Anglo Saxons. Perfect for KS3