This 60-minute A-Level lesson consolidates knowledge around three questions: Why did Russia declare war against Japan? What were the reactions to 1905 and what the the causes? Why did Nicholas II issue the October Manifesto? The lesson also includes a TASK where students categorise reasons for the October Manifesto, colour-coding into LONG/SHORT and IMMEDIATE reasons. This A-Level lesson is suitable for exams groups and specifications such as Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–1964 ; 2N Revolution and dictatorship: Russia, 1917–1953 . OCR: Russia 1894–1941; Russia and its Rulers 1855–1964

This 60-minute A-Level lecture deals with the opposition to Alexander II in great detail. The information is suitable for the following exam boards and topics: Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–1964 ; 2N Revolution and dictatorship: Russia, 1917–1953 . OCR: Russia 1894–1941; Russia and its Rulers 1855–1964. Why not try our other Russia resources? https://www.tes.com/teaching-resource/a-level-russian-history-war-with-japan-1905-revolution-october-manifesto-11528690

This 60-minute A-Level lesson/lecture will guide students through the Russian economy between 1881 to 1904. Each section has a Key Point which summarises the main issue students should consider. This is an excellent resource to introduce students to Russian economy across a period or to consolidate knowledge. This lecture has opportunities to use some of the slides as tasks, just print them off and get students to test themselves. This presentation is also suitable for all the major exam boards specification on Russia including Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–19642N; Revolution and dictatorship: Russia, 1917–1953. OCR: Russia 1894–1941; Russia and its Rulers 1855–1964.

This 60-minute lesson for either KS3 or KS4 will teach students about how the Tudors dealt with vagrancy and what policies they introduced. Students will use Nature, Origin and Purpose (NOP) to analyse sources material to find out about issues around poverty. The class explores the question 'Why did the number of poor people increase during the Early Modern period?' and will use a handout to complete a research task. Finally, students complete a Living-Graph to investigate the treatment of the vagabonds in the Tudor period. They decide whether the treatment became increasingly harsh or soft as the period progressed. This is an engaging lesson which challenged students to think hard.

This 60-minute lesson investigates how far the middle ages were lawless and violent using primary sources. The class also examines a case about the mediaeval justice system to decide if someone should be punished for the death of a villager. Students then explore the types of punishments used during the period. Students will consolidate their understanding by planning a history documentary (plan template available). The lesson concludes with the class discussing which source is more useful to historians investigating if the Middle Ages were lawless and violent. The sources and guidance are all included in the presentation. Keywords: trial by ordeal, trial by hot iron, consecration, hue and cry, tithing, utility.

This MASSIVE resource includes two flashcard packs: 7 A4 pages of keywords and definitions students can use to quiz to test each other or themselves. The second resource includes 147 PAGES of Keywords and Definitions the teacher prints and spreads around the classroom. Students work in groups to match the correct keyword with the correct definition!

Sets of approximately 40 FLASHCARDS which help students to revise key terminology for A-level Sociology The Media: - the relationship between ownership and control of the media - the media, globalisation and popular culture - new versus traditional media Keywords and definitions such as: Mass culture - The production of works of art and entertainment designed to appeal to a large audience Collective intelligence - Shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making

This 120-minute A-Level Sociology lesson can be used as a either a revision lesson or follow-up lesson on Green Crime. The main parts of the lesson includes: - warm-up activity challenges students to match the correct Green Crime Case Study with the right summary text. - main tasks include matching the correct key word / Sociologist with the correct definition or theory e.g. Ecocentric view; Eco Feminism. - classifying different types of Green Crimes - Discussion point around the statement: ‘Green crime is more a problem caused by the state than by individuals.’. This is also followed by suggested theories and AO1 to support an analysis and evaluation. - Teacher concludes with a summary of Green criminology and Green Crime. - all tasks are fully editable All tasks are also included in the presentation with correct answers.

How did the events in Montgomery and Little Rock help to shape the Civil Rights Movement? This 60-minute A-Level or GCSE Civil Rights lesson investigates the events that took place at both Montgomery and Little Rock and provides guidance how far the two events helped to shape the 'movement'. The starter/initial task challenges students to consider a photograph of Elizabeth Eckford and the circumstances surrounding the famous photograph. Students will explore the question ' How far is it true to say that the Montgomery Bus Boycott was the most significant campaign of the 1950’s?' and a mind-map is discussed by the teacher comparing: - Montgomery - Brown - Little Rock There is a link to a documentary freely available online. This beautifully filmed and gripping documentary is also accompanied with a task for students. Please bare in mind that if viewing with a GCSE group that there are a scenes of violence e.g. when members of the public attacks African-American during their sit-in. Success criteria Can explain which major event(s) helped shape the Civil Rights movement Can analyse event was the most significant.

How Did the Depression and the New Deal Affect Black Americans? This A-Level or top ability GCSE History lesson will challenge students to consider the impact the depression and New Deal had on African-Americans. This is a full 60 minute lesson including all the resources you need to actively engage your students to think hard. The lesson gets A-Level students up from their seats, quizzing each other whilst learning new knowledge. The final main task includes a Venn Diagram which asks students to categorise information. The lesson ends with the class consolidating their understanding in a Tweet! This has been used in 'review' and 'observation' lessons with 'exceptional feedback'. Success criteria: Can give examples of what the New Deal did for black Americans. Can analyse what factors affected black Americans the most.

GCSE: The American West This is a lesson activity that would be useful to consolidate work