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Sharing for free in the spirit of collaboration and development.
How successful were the Chartists?
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How successful were the Chartists?

(3)
*NEW AQA GCSE - Thematic Study - Power and the People* Learning Outcomes To describe the aims of the Chartists To examine the tactics of the Chartists To evaluate the impact the Chartists had
How significant was Magna Carta?
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How significant was Magna Carta?

(3)
*NEW AQA GCSE - Thematic Study - Power and the People* Learning Objectives To analyse the short term and long term impact of the Magna Carta To evaluate how significant the Magna Carta was
What causes people to commit crime?
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What causes people to commit crime?

(3)
Y8 SOW - Unit 3; How are we kept safe? Lesson 2 - What causes people to commit crime? Learning Objectives To explore reasons why people commit crimes To sort these reasons into categories To apply this reasoning to case studies
What is citizenship?
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What is citizenship?

(4)
Lesson that introduces the definitions of ‘citizen’ and ‘citizenship’. Students describe key British values. Students complete a baseline quiz to assess the extent of their citizenship knowledge.
Are children responsible enough to vote?
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Are children responsible enough to vote?

(1)
Lesson examining the ideas behind lowering the voting age, with homework and debate assessment lesson to support oral assessment in citizenship (grades/levels may not correlate to other school assessment systems but can be easily adapted.
How did Mao establish an authoritarian state?
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How did Mao establish an authoritarian state?

(1)
IB History (SL) PAPER 2 - Authoritarian States [Mao’s China] Learning Objectives To explain by what means Mao consolidated his hold upon China To assess Mao’s motives in launching the Hundred Flowers campaign (1957) To evaluate the extent to which Mao’s economic policies achieved his aims (1958-62) To analyze the ways in which the Cultural Revolution (1966-76) created an authoritarian state
How was electoral reform achieved?
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How was electoral reform achieved?

(1)
*NEW AQA GCSE - Thematic Study - Power and the People* Learning Outcomes To describe the problems with voting rights before the early nineteenth century To explain the forms of protest for voting reform To analyse the impact of the Great Reform Act
10. How did Hitler ‘Nazify’ German society?
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10. How did Hitler ‘Nazify’ German society?

(0)
iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To evaluate the extent to which domestic policies created the ideal Nazi society education women young people religion
8. How much control did Hitler have?
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8. How much control did Hitler have?

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iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To define concepts of authoritarianism, totalitarianism and dictatorship To explain the primary methods of Nazi control (the police state, censorship and propaganda) To evaluate the extent to which Nazi methods of control were successful
9. How far did Hitler improve the German economy?
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9. How far did Hitler improve the German economy?

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iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To identify the key Nazi aims for the German economy and describe what the Nazis did to achieve their aims. To assess the evidence to see how successful the Nazis were. To evaluate the evidence and argue that the Nazis did or did not Nazis achieve an economic miracle
How do we identify ourselves?
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How do we identify ourselves?

(1)
Learning Objectives To describe our local identity To explore the concept of ‘Britishness’ as our national identity Students identify what links they have with their city (Birmingham) then explore their national identity using a VisitBritain clip as stimulus.
13. How did ‘total war’ change Germany?
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13. How did ‘total war’ change Germany?

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iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To assess the impact of ‘total war’ Home Front changing role of women rationing allied bombing
14. How much opposition did Hitler face?
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14. How much opposition did Hitler face?

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iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To investigate the actions of opposition groups to the Nazi regime To evaluate how effective the different types of opposition were