Lord (George) Byron Poetry Highly Detailed Analysis for A-Level Edexcel English Literature (22 pages) Poems included (as on the Edexcel Specification for Romantic Poetry): ‘Lines Inscribed Upon a Cup Formed from a Skull’ ‘So We’ll Go No More a Roving’ ‘On this Day I Complete my Thirty-Sixth Year’ Each poem has a thorough and orderly analysis of form, structure, metre, language, techniques, symbols, key lines, themes and, the best part, a critics section. I read numerous lecture notes on each of the poems and collated the best analysis from each in order to include information that will hopefully set you apart from other students. Included in this bundle is an editable Word Document and a sharable PDF version. There is also a very helpful Youtube Video which informed the notes. Should you have any questions with this resource or the course, please direct them to alevelrevisionmadeeasy@gmail.com

Civil Rights in the USA : Native Americans Revision Notes Revision Notes broken up into themes and sub-themes for ease. For example: Supreme Court Decisions 1974-1986 • Oneida v. Oneida & Madison Counties, new York 1974 o Oneida tribe brought a case to the SC to sue for the return of their lands o important ruling as the Court decided in the favour of the tribe o result was an increase in the number of actions taken by tribes to regain • Fisher v. Montana 1976 o in the past NA children had been forcibly removed from their families as part of the Americanisation policy o the decision of the SC meant that in future tribal courts would decide on adoption o further move towards the recognition of tribal courts Included in this resource is a PDF editable copy as well as an editable Word Document. Furthermore, included is a timeline of events for Native American Rights (very useful and easy to revise the period). Thank you very much for your interest in this resource. Any further questions please email alevelrevisionmadeeasy@gmail.com

Civil Rights in the USA : Trade Unions Revision Notes 57 pages / 16,000 words of content for Trade Unions in the USA. Revision Notes broken up into themes and sub-themes for ease. For example: Topic: The Position of the Trade Unions and Organised Labour To what extend did the position of unions change in the period 1865-1992? Subtopic: The Position of unions and labour at the beginning and end of the Period • Issues around the position of union and labour rights o Right for unions to exist o Recognition of unions o Involvement of unions in negotiations overpay and working conditions o Establishment of systems for mediation o Freedom of workers to withdraw their labour without fear of punishment • Progress not continuous The sources used to create this resource include the following: OCR Textbooks and Revision Guide for this unit America’s Women (Gail Collins) Massolit Lecture Videos (Subscription required) America’s Dream (Garson) Included in this resource is a PDF editable copy as well as an editable Word Document. Furthermore, an incredibly helpful Youtube Resource on the Trade Unions, which informed the resource, has also been included. Thank you very much for your interest in this resource. Any further questions please email alevelrevisionmadeeasy@gmail.com

A* Khrushchev Interpretation Essays for Russia and its Rulers 1855-1964 Study (History A-Level OCR) Are you looking to achieve a good grade in the Russia and its Rulers unit of the OCR History A-Level? Are you worried about the interpretations question and how to write a top-grade answer? Then this resource is certainly the one for you! Included in this resource is… Khrushchev passages for all four themes. You could use these passages as practice. You must summarise the passages and then look at the main argument, quotes and what can be inferred. Essay on Khrushchev and De-Stalinisation. Essay on the Cold War. Essay on the Economic and Social Reforms under Khrushchev. Essay on the Sino-Soviet Split / Mao. Thank you for your interest in this resource. Should you require any further information, please do not hesitate to email alevelrevisionmadeeasy@gmail.com

English Literature Edexcel Coursework (Great Gatsby and A Streetcar Named Desire) Comparison Full Mark 40/40 and A* Essay Attached is an example of a full mark essay along with a bibliography and footnotes. Please do not copy any sections of the essay, in order to prevent plagarism, but do use it as a guide when planning and writing your own essay. Highly recommend comparing the two American texts above as there are multiple themes that work very well in comparison. I have also included other possible comparative questions for the two texts that I wrote on, as there are some other great possibilities that I considered alongside illusion versus reality. Finally, please find a resource checklist which will be useful when it comes to remembering to include all of the specific A0s. ‘“Can’t repeat the past’ he cried incredulously. ‘Why of course you can!”’ Compare the ways in which Fitzgerald and Williams present illusion versus reality in The Great Gatsby and A Streetcar Named Desire. I would first set up a logical plan before writing: Logical Plan Thesis – Compare the ways in which Fitzgerald and Williams present illusion versus reality in the ‘Great Gatsby’ and ‘A Streetcar Named Desire’. First Argument: How characters rely heavily on facades, which create delusion perspectives (living by illusions). Quotes, Critics and Context Second Argument: How is symbolism and imagery used within both text in order to explore illusion versus reality. Quotes, Critics and Context Third Argument: How characters are destroyed by their illusions whereas those who embody reality Quotes, Critics and Context Conclusion Please do not hesitate to contact me at alevelrevisionmadeeasy@gmail.com should you require any further details with the coursework.

Civil Rights in the USA : African America Revision Notes 45 pages / 14,000 words of content for African American rights in the USA. Revision Notes broken up into themes and sub-themes for ease. For example: Topic: The Position of African Americans in 1865 (The Reconstruction Period) What was the position of African Americans in 1865? Subtopic: The Position of African Americans in 1865 • April 1865 South came within the Union’s jurisdiction and slaves became free • New status as freedmen did not mean that they immediately gained the same rights as white owners • War left the position of African Americans unresolved o One suggestion that all former slaves should leave the USA but Lincoln ruled this out o Another idea was to ensure African Americans had the same rights and status of whites  Formidable problems in south given the resentment by a defeated white population accustomed to considering African Americans as property • Former slaves caught between being legally free and not being seen as equal • Issue of quite what they were free to do – no means of making a living • Sharecropping o White landowners allowed former slaves to work their land in return for a considerable share of what was produced o Not very different from slavery The sources used to create this resource include the following: OCR Textbooks and Revision Guide for this unit America’s Women (Gail Collins) Massolit Lecture Videos (Subscription required) America’s Dream (Garson) BBC In Our Time Podcast on Martin Luther King (Highly recommend In Our Time for extra detail) This resource includes a sharable PDF version and a editable Word Document. Furthermore, there is also a link to a very helpful Youtube Video that informed this document. Thank you very much for your interest in this resource. Any further questions please email alevelrevisionmadeeasy@gmail.com

Civil Rights in the USA : Women’s Rights Revision Notes 68 pages / 28,000 words of content for Women’s rights in the USA. Revision Notes broken up into themes and sub-themes for ease. For example: Topic: Period for Women’s Rights: The Civil War and the Gilded Era (1865-1900) Subtopic: The Position of Women before the Civil War (1861-1865) • Women were increasingly active in several ways in 18th Century o As a result of a growth in religious enthusiasm women were often active in church societies, Sunday schools and religious meetings o Women participated in the campaign against slavery and were often ardent abolitionists, supporting the end of slavery in the South o Some (like former slave Harriet Tubman) played a heroic role in rescuing slaves and helping them to reach free territory in the North o Promotion of temperance – discouraging the drinking of alcohol o Development of a movement for women suffrage • There was a link between the social concerns that women took an interest in and organised themselves to promote the wider political issue of suffrage • In order to promote change women needed to have a political voice at national, state and local level • The sheer number of organisations for such causes shows that before the Civil war women were expanding their interests outside the home The sources used to create this resource include the following: OCR Textbooks and Revision Guide for this unit America’s Women (Gail Collins) Massolit Lecture Videos (Subscription required) America’s Dream (Garson) Included in this resource is a sharable PDF copy, a editable Word Document and a very helpful video on women’s rights and the 19th amendment. Thank you very much for your interest in this resource. Any further questions please email alevelrevisionmadeeasy@gmail.com

Russia and its Rulers 1855-1964 Depth Study A-Level History Revision Notes Depth Study Revision Material targeting the following themes: Alexander II, Provisional Government and Khrushchev. Rulers include: Alexander II, Kerensky, Lenin (Civil War 1917) and Khrushchev. The material used to write these revision notes have come from the following sources: Russia and its Rulers 1855-1964 A-Level OCR Textbooks and Revision Guide Orlando Figes’ Useful Website ‘Revolutionary Russia’ (Subscription Required) Soviet Union Primary Source Material Orlando Figes’ ‘A People’s Tragedy’ William Taubman’s ‘Khrushchev: The Man and his Era’ Russia and its Rulers Lecture Series on Massolit (Subscription Required) PERSONAL CONTACT/INFORMATION WITH WILLIAM TAUBMAN AND NINA KHRUSHCHEVA (Granddaughter of Khrushchev) Thank you very much for your interest in this source.

A* Khrushchev Interpretation Essays for Russia and its Rulers 1855-1964 Study (History A-Level OCR) Are you looking to achieve a good grade in the Russia and its Rulers unit of the OCR History A-Level? Are you worried about the thematic question and how to write a top-grade answer? Do you know how to establish criteria? Do you know how to include synthesis successfully? Then this MASSIVE resource is certainly the one for you! This resource is great for those looking for top graded exemplar answers to follow and use to replicate in the exam. Criteria has been established for every single essay, which will hopefully be helpful to you in showing how to establish criteria. Included in this resource: ‘The most important social changes in Russia from 1855 to 1964 concerned education provision’. How far do you agree? Assess the view that no Russian ruler improved the lives of the peasantry between 1855-1964 ‘Communists and Tsars ruled Russia in the same way.’ How far do you agree with view of the period from 1855 to 1964? How far did the working classes suffer more from Bolshevik rule than Tsarist rule during the period 1855-1964? ‘Opposition to Russian government was ineffective in the period from 1855 to 1964.’ How far do you agree with this view? To what extent were the Communists more effective than the Tsars in their use of repressive measures to govern Russia from 1855 to 1964? ‘The Russo-Japanese war of 1904-1905 changed the lives of the peasantry more than any war in the period 1855-1964’. How far do you agree? “The fall of the Provisional Government in October 1917 was the most important turning point in the development of Russian government”. How far do you agree? ‘Stalin changed the nature of government more than any other ruler.’ How far do you agree? Thank you for your interest in this resource. Should you require any further information, please do not hesitate to email alevelrevisionmadeeasy@gmail.com

Henry VII and Henry VIII Top-Graded Essays for the Early Tudors Module (History A-Level OCR) Do you struggle to write essays for the Early Tudors Module of the History A-Level? Then, this resource is most certainly the one for you! 32-pages of essays (roughly 1.5-2pages per essay) covering all four themes for the Early Tudors paper. These essays could well be used as exemplars or broken into essay plans to help you revise the content. Thank you for your interest in this resource. Should you require any further information, please do not hesitate to email alevelrevisionmadeeasy@gmail.com

Russia and its Rulers 1855-1964 Depth Study A-Level History Revision Notes (17 highly detailed and comprehensive slides for the three themes) Depth Study Revision Material targeting the following themes: Alexander II, Provisional Government and Khrushchev. Rulers include: Alexander II, Kerensky, Lenin (Civil War) and Khrushchev. The material used to write these revision notes have come from the following sources: Russia and its Rulers 1855-1964 A-Level OCR Textbooks and Revision Guide Orlando Figes’ Useful Website ‘Revolutionary Russia’ (Subscription Required) Soviet Union Primary Source Material Orlando Figes’ ‘A People’s Tragedy’ William Taubman’s ‘Khrushchev: The Man and his Era’ Russia and its Rulers Lecture Series on Massolit (Subscription Required) PERSONAL CONTACT/INFORMATION WITH WILLIAM TAUBMAN AND NINA KHRUSHCHEVA (Granddaughter of Khrushchev) As a History undergraduate, I believe that it is really important to include information in your essays that is unique (not ‘textbook’ material). As a result, having an insight into Khrushchev from the perspective of a prolific historian or professor is a really ‘gem’. Thank you very much for your interest in this source.

Doctor Faustus In-Depth Language Analysis!!! Breaks the play down into** acts and scenes. ** Highlights the most important quotes within each act and each scene. Table Structure: 1.Quote / Theme (what theme does it fit into) / Language Analysis 2.Language and Structural Techniques linking to AO2 (writer’s craft). Furthermore, contextual links are also made in order to fulfill AO3. Included in this resource is a very helpful video that informed my notes. Thank you very much for your interest in this resource. Should you require any further information either about this resource or the course, please do not hesitate to email me at alevelrevisionmadeeasy@gmail.com

French A-Level Speaking Preparation - all you need to achieve the best grades possible! Included in the document: ’Stock phrases’ for each of the question types that you will receive. e.g. Question 1: ‘Après avoir lu la carte et jeté un œil sur les informations données, il a été démontré que…’. Question 2: Honnêtement, il est dommage que le passage n’ait pas donné plus d’informations et des chiffres sur (le thème) afin de supporter son argument. ’Stock Questions’ to ask the examiner (high level). e.g. Pour autant que vous puissiez en juger, quel est votre opinion sur… (as far as you can judge, what is your opinion on…) Extra impressive phrases and idioms targeting grammatical structures** (with English translations) e.g. De sorte que + but + subjonctive (J’avais pensé aux deux faces de la médaille, de sorte que je ne sois pas influencé par ma propre opinion). Il est illusoire d’imaginer que (it is ridiculous to imagine that). Stock Questions for each of the topics that could come up. e.g. Pouvez-vous me dire ce à quoi vous pensez, ce que vous imaginez par rapport à l’évolution de la vie de couple dans les autres pays francophones ? Each of the themes for AS Level have a grid with the key ideas and the specific information (stock answers). e.g. La technologie en Côte d’Ivoire - La cyber-technologie est en constante croissance en Côte d’Ivoire surtout d’après les fournisseurs mobiles et Internet. On remarque ainsi plus de personnes avec un téléphone portable et une exploitation internet dans le pays, la plus développée d’Afrique. Toutefois, cette progression digitale a un impact néfaste sur les journaux et magazines. Each Theme mentions the impact of the Covid-19 Pandemic (interesting discussion point for each of the themes for AS). After reading the examiner’s report, it is evident that examiners like the students to mention the title of the card, so I have added a section on how to analyse the title. Thank you very much for your interest in this resource. A2 Revision Sheets coming soon.

Extensive Revision Notes for Joseph Joffo’s ‘Un Sac de Billes’ for French A Level. Aiming high? This is the bundle for you! Included is revision notes (included analysed quotes) from each scene; revision already planned and written essays on a number of characters and themes; high quality quote analysis; essay plan revision powerpoint and an overview of the language used throughout the book. Example of a chapter analysis: Chapitre Dix: Chez Rosette De retour au camp Moisson Nouvelle, ils apprennent que leur père a été pris dans une rafle. Leur identité juive étant révélée, ils doivent donc s’enfuir de nouveau. Joseph et Maurice partent d’abord en direction de Montluçon pour rejoindre leur sœur aînée, Rosette, qui habite non loin de là, à Ainay-le-Vieil. Mais du fait qu’il y ait un collaborateur dans le village susceptible de les dénoncer, elle leur explique qu’ils ne peuvent pas rester plus longtemps. Ils partent alors pour Aix-les-Bains en Savoie pour rejoindre leurs frères et leur mère, qui avait réussi à échapper à la rafle. N’arrivant pas à surmonter l’arrestation de son mari, elle ne tardera pas à remonter à Paris. Encore forcés de fuir, les deux frères tentent finalement de retrouver une vie normale dans le village de Rumilly. ENGLISH TRANSLATION Back at the Moisson Nouvelle camp, they learn that their father has been caught in a roundup. Their Jewish identity being revealed, they must therefore flee again. Joseph and Maurice first set off in the direction of Montluçon to join their older sister, Rosette, who lives not far from there, in Ainay-le-Vieil. But the fact that there is a collaborator in the village likely to denounce them, she explains to them that they cannot stay longer. They then left for Aix-les-Bains in Savoy to join their brothers and their mother, who had managed to escape the roundup. Unable to overcome the arrest of her husband, she will not be long in returning to Paris. Still forced to flee, the two brothers finally try to find a normal life in the village of Rumilly. “Tu as eu peur?” “Non… enfin pas beaucoup, j’ai été malade, à un moment mais je suis guéri” (Highlights how Joseph felt about his time in the Gestapo headquarters) “Cela m’ennuie de quitter la Méditerranée, j’y reviendrai quand je serai plus grand et que ce sera la paix” (Higlights how Jo believes that he will survive to return to the Mediterranean) “Même en payant des millions, je ne pourrais rien vous vendre, il y a bien longtemps qu’il n’y a plus d’arrivage, les maisons de gros ne livrent plus” (Highlights how many items in France were scarce due to rations) “Vous ne trouverez pad d’hôtel à Montluçon, il y en a deux qui ont été requisitionés par les Allemands et un autre pour la Milice” (Highlights how the Gestapo had requisitioned all the hotels in France) Hopefully you will find this resource useful, but please do not hesitate to message me via email at alevelrevisionmadeeasy@gmail.com

The Handmaid’s Tale and Frankenstein Comparison Tables / Essay Plans. Do you find comparing the two texts (Atwood’s The Handmaid’s Tale and Shelley’s Frankenstein) rather challenging? Are you in need of some pre-written essay plans where the challenging comparison has already been done for you? Do you struggle finding the correct quotes and context? Do you struggle with language analysis? Do you find breaking your essay up into an introduction, three comparative themes and a conclusion rather hard? Then, this extensive and highly detailed resource is just for you! 54-pages of detailed essay plans ranging from looking at science in both essays to power and control to fear to isolation to ambition to knowledge to men and masculinity and many many more… Please see the preview for an example, but language, context, structure and critical analysis are all covered in EVERY SINGLE plan. Quotes have been put in bold with the correct page numbers, so that you can easily find the quotes in the text (The Handmaid’s Tale - Vintage Classics Edition and Frankenstein - Wordsworth Classics Edition). Thank you very much for your interest in this resource. Should you require any more information concerning this resource, or the course in general, please do not hesitate to email alevelrevisionmadeeasy@gmail.com

Othello Critics and Critical Approaches A-Level English Literature This is a massive bundle of resources to aid your study of Shakespeare’s ‘Othello’ for A-Level English Literature with a specific focus on critics and critical approaches. In order to achieve a top grade in English Literature, it is absolutely essential to include critics and/or critical approaches in your answer to act as supporting evidence. You may either corroborate or challenge this critic - it is often quite fun to counter the critic and open up a literary debate. Included in this resource: 16-Page Highly Detailed Critical Analysis document (PDF/Word included) exploring every single character, theme and ‘critical interpretations over the years’ in the play. A long list of critics for each character / theme, so that you can easily decide which critic and critical approach suits you best for your revision without having to do the EXTENSIVE research involved in categorising the critics. Please see the preview for an example of this document. Variety of Critics for Characters: Othello, Iago, Desdemona, Cassio, Emilia, Roderigo and Bianca. Variety of Critics for Themes: Identity/Othersider/Other, Jealousy, Race, Justice, Gender, Othello as a tragedy, Deception, Appearance versus Reality, Manipulation, Love, Identity, Language, Honour and Reputation, Power, Setting. Key Critical Interpretations over the Years: 19th and 20th Century Views, Feminist Contemporary readings of Desdemona, Marxist Readings, Historicist Readings, Christian Elements of the Play, Post-Colonial Readings, Context on the Source for Othello - Hecatommithi and Literary Context / Intertextuality (tragedy, patriarchy, abuse of women, independent women, the destructive nature of love, race and machiavellian villains in Renaissance drama). Othello ‘Critical Approaches’ summary sheet. In a similar way to the latter section of the 16-page document, this sheet looks at the variety of approaches, the critics quotes to back up the approach, the key concepts of this approach and then finally how we can apply this approach to ‘Othello’. This is highly easy to understand due to the easy table layout. Approaches include: feminist, marxist, new-historicist, post-colonial, psychoanalytical and formalist. Othello Critics ‘Cheat Sheet’. A reduced summary of the 16-page document of the REALLY important critics / critical approaches. Othello’s Final Speech in the play with a highly detailed critical analysis with links to critics / their research included. A breakdown analysis of F.R. Leavis and this view on Othello / Honour. This is a good example of what the examiner will be looking for in the exam - do not just say the critic, but rather examine what it is that they are saying (challenge/corroborate). Thank you very much for your interest in this resource. Should you have any questions, please do not hesitate to contact alevelrevisionmadeeasy@gmail.com for more information.

English Literature Edexcel A-Level - The Handmaid’s Tale and Frankenstein Detailed Essay Plans. Thoroughly researched a detailed tables comparing the two prose texts. Example themes include Fear, Storytelling, Men and Masculinity, Knowledge, Religion and Family (many more too). Covered each book cover-to-cover, ensuring that all possible questions are dealt with in someway. Example of one of the essay plans (POWER COMPARISON):

The Mid-Tudor Crisis Extensive Revision Notes for A-Level History OCR Are you looking for some detailed notes to help with your study of the Mid-Tudor Crisis for OCR A-Level History? If so, these highly detailed notes are certainly for you. Enquiry Topic: The Gateway to the Mid-Tudor Crises 1547-1558 Notes for each module : The Stability of the Monarchy; Religious Change and Rebellion and Unrest (60-pages of notes in total). Please be aware that these notes have been taken from a variety of resources, historical books and textbooks. Please also feel free to cut and change the notes, hence why you can download them as a sharable PDF document or an editable word document. Thank you very much for your interest in this resource. Should you have any questions concerning the course or the resource, please do not hesitate to email alevelrevisionmadeeasy@gmail.com

Highly effective summary tables of all the most important information from the revision notes for every single poem for all five poets (the comprehensive poet specific notes are also sold in the shop). Poems included (as on the Edexcel Specification for Romantic Poetry): KEATS ‘Ode on a Grecian Urn’ ‘Ode to a Nightingale’ ‘Ode on Melancholy’ ‘Sonnet on the Sea’ SHELLEY ‘Ode to the West Wind’ ‘The Question’ ‘The cold earth slept below’ ‘Stanzas Written in Dejection near Naples’ BLAKE ‘London’ ‘The Tyger’ ‘Holy Thursday: Songs of Innocence’ ‘Holy Thursday: Songs of Experience’ ‘The Sick Rose’ WORDSWORTH ‘Tintern Abbey’ ‘Lines Written in Early Spring’ ‘Ode: Intimations of Immortality from Recollections of Early Childhood’ BYRON ‘So, We’ll Go no more a Roving’ ‘On This Day I Complete My Thirty-Sixth Year’ ‘Lines Inscribed Upon a Cup Formed from a Skull’ Each poem has a thorough and orderly analysis of form, structure, metre, language, techniques, symbols, key lines, themes and, the best part, a critics section. I read numerous lecture notes on each of the poems and collated the best analysis from each in order to include information that will hopefully set you apart from other students. This resource includes an editable Word Document and a sharable PDF document. Interesting videos and documentaries have also been included as they informed the notes. Furthermore, there is an example of an A* essay that achieved full marks at A-Level and a Poetry Anthology of every poem for students to easily write on and annotate (lots of space around the poem). Thank you for your interest in this resource. Any questions regarding this resource or the course are welcomed to be sent to alevelrevisionmadeeasy@gmail.com

Russia and its Rulers 1855-1964 Exemplar Thematic and Synthetic Essays. A series of entire exemplar essays for past paper questions (and a few made-up questions) that achieved full-marks for the A-Level OCR History course. These essays will hopefully, in full, show you have to tackle a question, the ‘formular’ that is required of you, and the level of detail involved in the time limit. Hopefully you will see through these essays, the criteria that needs to be established, synthesis used to come to an interim judgement, and then an overall judgement at the end. 20 pages of detailed FULL essays - roughly 1.5 pages per thematic essay. Do not hesitate to email alevelrevisionmadeeasy@gmail.com should you have any questions regarding these essays or the course in general. If you do benefit from this resource, it would be much appreciated to give this resource a review. Highly recommended to have a look at the exam markscheme alongside these essays. Included in this bundle are the essays (PDF and Word form) and a markscheme.