iGCSE Edexcel Paper 2: A2 Russia 1905-1924 Learning Objectives To describe Nicholas II’s feelings about become Tsar To explain the main enemies of the Tsarist regime To analyze how Nicholas II ruled the Empire

iGCSE Edexcel Paper 2: A2 Russia 1905-1924 ** Learning Objectives** To explain how the Bolsheviks consolidated their power through 1917 Decrees Constituent Assembly Treaty of Brest-Litovsk

IB History SL/HL Paper 2; Authoritarian States Recommended textbook: Access to History for the IB Diploma: Authoritarian states Second Edition (Michael Lynch) Learning Objectives To explain why Russia had become a revolutionary one-party state by 1924 To assess the extent of influence that Stalin had by 1924 To exemplify how Stalin exploited the situation after Lenin’s death To evaluate the extent to which Stalin faced opposition from both the Left and the Right

Used as revision/recap lesson

IB History SL PAPER 2: World History Topic 12 - The Cold War Enquiry Question: How did tensions begin to emerge between the USA and USSR? Learning Objectives To explain the key features of communism and capitalism To analyse the competing aims of the ‘Big Three’ within the ‘Grand Alliance’ To demonstrate of the challenges facing Soviet and American diplomats in the war time era

IB History SL PAPER 2: World History Topic 12 - The Cold War Scheme of Work/IB Unit Plan (all resources listed in this unit plan are also available free on TES) Overview of Cold War (SL The Cold War and HL History of the Americas - The Cold War in the Americas) Resource List - bibliography and useful pdcasts and videos recommended for students

Lesson examining Roman mythology and the family tree of gods and goddesses.

iGCSE Edexcel Paper 2: A2 Russia 1905-1924 Learning Objectives To describe the attitude of the Tsar to the first four dumas To explain the reasons for the growth of opposition groups To assess the impact of Stolypin’s policy of repression and land reform and the Lena Goldfield strike To evaluate the extent to which Tsarist rule had changed in the period 1905-1914

Learning Objectives To understand the chronology of the Mayan era To calculate key dates using the Mayan calendar To analyze how archaeologists use artifacts to explore the Mayans

IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 2:Civil rights movement in the United States 1954–1965) Enquiry Question: How significant were key individuals in the civil rights movement? Learning Objectives To analyse and evaluate the significance of Martin Luther King To analyse and evaluate the significance of Malcolm X To research a range of individuals who were significant in the Civil Rights Movement

Lesson using walk about talk about (market stall) activity to examine what life was like in the trenches for soldiers, in addition to labelling parts of a trench (diagram) and general introduction.

iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To analyse the successes and failures of the Weimar government To evaluate the role of Stresemann in this recovery

Edexcel International GCSE in History (4HI1) Paper 1 Depth Study 7 - A divided union: civil rights in the USA, 1945–74 Learning Objectives To explain the reasons for and key features of the Watergate scandal To analyse the impact of the Watergate scandal including; Nixon War Powers Act (1973) Election Campaign Act (1974) Privacy Act (1974) Congressional Budget Control Act (1974) To evaluate the extent to which Ford was ‘right’ to grant a presidential pardon for Nixon

IB History (SL) PAPER 2 - Authoritarian States [Mao’s China] Learning Objectives To analyse the steps Mao took to consolidate power in the years 1949-1953

Edexcel iGCSE SOW B2 Changes in Medicine Scheme of work document outlining enquiry questions, learning objectives, activities and assessments aligned to the B2 topic. All lesson powerpoints and resources are also available for free on TES.

Resources developed for New A-level OCR Unit 1; Lancastrians, Yorkists and Henry VII 1445-1509 Unit 5; Why did the reign of Richard III last for only 2 years? Lesson 3; Why did Richard II lose at the Battle of Bosworth? Learning Objectives To describe the course of the battle and the death of Richard III To explain the role of the Stanleys in determining the outcome of the battle

IB History SL/HL Prescribed Subject 4: Rights and Protest (Case Study 1: APARTHEID SOUTH AFRICA 1948–1964) Enquiry Question: How significant were key individuals in anti-apartheid movement? Learning Objectives To analyse and evaluate the significance of Nelson Mandela To analyse and evaluate the significance of Albert Luthuli To analyse and evaluate the significance of Steve Biko To research a range of individuals who were significant in the anti-apartheid movement

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000)

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000) Lesson 2 - Soviet Domination Lesson Objectives • To explain the motives for Soviet control of Eastern Europe • To analyse the nature of Soviet control through political, economic and foreign policy • To assess the extent of Soviet control in central and Eastern Europe Lesson Activities Populist Writers as Secondary sources: students evaluate the COPVL of the source that describes Soviet Domination as a “plague”. Brief lecture on the geopolitical context of post-World War II Europe. Overview of Soviet aims and strategies in Eastern Europe. Stalin’s Actions in Eastern Europe (video analysis): Watch the video “The Cold War - Stalin’s Actions in Eastern Europe 1945-1948”. Students complete comprehension questions. Self/peer assessment. Discuss key points and take notes on Soviet strategies. Primary Source Analysis: Divide students into small groups and provide each group with primary source documents. Each group analyses their document, focusing on the Soviet approach to establishing control. Groups share their findings with the class. Geographical Analysis (Map Activity): Compare maps of Europe before and after World War II. Identify changes in borders and the establishment of Soviet satellite states. Discuss how these changes reflect Soviet influence. Collaborative Inquiry Case Studies: Assign each group a different Eastern European country (Poland, Hungary, Czechoslovakia, Romania, Bulgaria, East Germany). Research the Soviet policies implemented in their assigned country. Collate findings into collaborative document for review. Class Discussion: Reflect on the similarities and differences in Soviet control across Eastern Europe. Discuss the short-term and long-term effects of Soviet domination. Historiographical Evaluation: Provide students with quotes from historians Tony Judt, Anne Applebaum, and Norman Davies. Discuss how historians’ interpretations of Soviet domination vary and consider student own analysis, how can this be validated and challenged. Examination Questions: Students review potential examination questions and class discuss choices for the examination with reasons and approaches.

IB DP HL History of Europe - Topic 18: Post-war Central and Eastern Europe (1945-2000) Lesson 1 - Central and Eastern Europe in Context Lesson Objectives • To explain the formation and nature of Central and Eastern Europe • To outline the key events and themes of Soviet domination • To consider the broad themes of Central and Eastern European history Lesson Activities Geography of Central and Eastern Europe: Students are presented with a map of Central and Eastern Europe (slide from the provided lesson). They must label key countries (e.g., West Germany, East Germany, Poland, Czechoslovakia, etc.). What is the significance of the different regions and colors on the map? How does geography influence political control? Historical Context and Key Themes: Students read a brief historical summary covering the Soviet occupation and control of Central and Eastern Europe. For each country (East Germany, Bulgaria, Romania, etc.), students summarize the key historical context in one word (e.g., resistance, repression, etc.). Timeline and Chronological Understanding: Students review a timeline of events (1945–2000) and color-code events based on their significance (political, social, economic, international/foreign policy, leadership change). Analyze the pattern and frequency of events. What does the timeline reveal about the Soviet strategies and control in the region? Which types of events (political, social, etc.) dominate?