Primary Source Analysis Flow Chart specifically for the AQA AS History specification but can be used for all primary source evaluations. An easy to use flow chart for AS students to help them meet the demands of the new Primary Source question for the AS AQA exam. The document helps weaker students formulate an answer helping them to structure their ideas, whilst offering some guidance and a checklist for more able students. It is complicated but it does work! The AQA exam question ask them to analyse the value of the source in relation to a specific question and then to make a comparison with another source about which offers the most value – in relation to the question. As part of this analysis, students are expected to comment on the provenance and tone (where relevant) as well as the context and argument of the period studied. For a top mark answer students need to be able to balance provenance, tone and context on their analysis of each source to provide a meaningful and substantiated judgement! It is tricky but this document helps students of all abilities meet the requirements being asked of them.

This is a couple of lessons work. It starts with a recap and an overall research task to obtain information to assess how successful was Lyndon Baines Johnson’s Great Society plans. Students are asked to produce a chart showing its successes and failures - there is a completed version included on the ppt which has a few examples. Following on from this, there is then a slide with some information about Sargent Shriver and his reasons for becoming frustrated with the Great Society. Some good Q&A could come from the statistic about the expense of the reforms against the cost of the Vietnam war. The second lesson uses the sourcework from the 2017 A2 AQA exam. Students are broken down into groups and asked to analyse their source in relation to the question and the markscheme - they are then to swap groups and share their knowledge about their source with other memembers. A homework task to write up their answers as an A2 answer is also included. This should NOT be used and set as cover work as teacher guidance is needed to facilitate group work and to ensure a higher level of analysis with the sources

Attached is a knowledge organiser that covers briefly the reasons for USA’s involvement in Vietnam. The tactics of both the VC and the USA, a timeline, reasons for loss of support for the war in the USA and the impacts of the war on the USA. The second page gives some suggested ideas on how to use the knowledge organiser within starters, plenaries or as homeworks.

Attached is 1 word document that has a brief outline of the AQA A level coursework and 2 charts one for primary source analysis and one for secondary sources, I usually blow these up to A3 to allow students plenty of opportunity to thoroughly investigate the sources. For the secondary sources there is scope to push the students to thoroughly investigate the historiography fully.

A break down for the AS AQA American Dream unit, using specification criteria and supported with key issues and events for greater context. Students can make a note where they feel their understanding of certain topics is, by dating under the red, yellow or green face. The idea behind this is so that students can see specific areas where they need to focus their revision; hopefully moving their learning all to the green smiley face by the time of the exam. This was an extremely useful resource for my students last year as they and I, were able to monitor their progress. I'm currently in the process of writing the new one for A2.

Hot the heels of my AS flow chart I have created a version for my A2 students and thought you would appreciate it. It is in line with the AQA requirements but with a little bit of tweaking it would be useful for any of the exam boards requirments for primary source analysis. Whilst not a restrictive formula, it does offer guidance for weaker students to follow an order to allow them to cover all aspects on the AQA mark scheme. It also works as a check list for the more able. This is subtly different from the AS version as there is no need for a judgment at AS, however the exam board does state that sources can be used and linked together where deemed appropriate and relevant.

An overview of the AQA Part 2 American Dream unit using detail from the specification inconjunction with other key content for students to revise. Students can assess how comfortable their knowledge is on a topic and date the appropriate, sad, middle or happy face. The intention is then for students to use this as a base from which to start to plan and organise their revision effectively. The hope being that they have moved most of their learning on from the red unhappy face to the Green smiley face before they sit the exams. This is brand new and I am about to give it to my students for the first time this year. The AS version for them them was very successful last year and I intend to give them a copy of that again - as they will need both for the new style A level exams.

This is a revision lesson specifically for the OCR modern World A syllabus that deals with the two different styles of interpretation questions on Appeasement and the Cold War. Having found that students find interpretations challenging, this activity, involves examining 6 sources, 3 on appeasement and 3 on the cold war and then analaysing them according to the two different styles of questions. Q3 Is this a fair interpretation? and Q4 which states, Explain why not all historians would agree with this interpretation. For each source there is a basic writing frame for both style of questions. With support from the ppt and guided questions, this activity should allow students to identify what they need to do for each style of question.

This is a useful resource that shows the timeline of events and the basic history historians were using to write their histories. It covers the basic historiography to enable GCSE students to be able to examine the events that surrounded the historians and their view points. This is brilliant for the GCSE course OCR A Explaining the modern world, but it certainly useful as a basic or starter guide to historiography for A level students and is something that has worked great this year. See also the Appeasement Historical interpretations Timeline .

Attached is a series of lessons covering the Personal Rule of Charles I to the start of the English Civil war. The lessons cover the beliefs of Charles and his royal prerogatives as well as Parliamentary privileges. The lessons show the development and growth of the political nation and shows how their beliefs and values were being challenged through the personal Rule of Charles. There are a number of activities including fill the gaps, quizzes, independent research, worksheets - all aimed at the OCR History specification. There is also a homework on the Grand Remonstrance which requires students to use sources to show how Parliament was divided the Grand Remonstrance. All lessons can be purchased individually. Whilst most of the lesson resources are on the ppt, a few activities require the use of the OCR War and Society text book.

A super GCSE revision lesson also suitable as a consolidation lesson. Includes ppt and worksheet covering the end of the Cold war and the impact of Reagan and Gorbachev on various events. The worksheet works along side the ppt, giving students options to work out the actions of which leader, match up key words with their definitions, complete a timeline showing the reductions in Cold War, make notes on a short youtube clip about the collapse of the Soviet Union. There is a section which examines specific crisis in Poland, Romania and Germany with some sample questions to test students knowledge at the end with OCR 5 and 10 mark style questions.

This is a sequence of 4 knowledge organisers (KOs) that cover the period of Personal Rule to Restoration. It also has a one Paper 3 skills specific sheet- (GCSE OCR Modern World A) I usually have this printed on the reverse of each KO to assess students on their understanding of the skills required for the GCSE OCR exam, for each section. Each of the KOs deals with one of the key issues for this unit or work. The short and Long Term causes of the English Civil War Settlement failures, division within Parliament and execution Britain without a king Restoration After each skills sheet there is a sheet giving some homework / starter / revision suggestions on how to incorporate the use of these specific KOs. The intention is to help students retain and retrieve the basic knowledge for this course. As these are KOs only, they only contain the absolute basics! We stress to students (especially those wanting top grades) the need to know more than just this information.

This is a Knowledge Organiser (KOs) which covers the short and long term causes of the English Civil War. Obviously as KOs, these only cover the absolute basics, however in conjunction with lessons and learning homework, the idea is that students gain valuable specific knowledge that they can then incorporate into their written answers. This KO could be used as a starter, recap, or as a learning homework that is then assessed in subsequent lessons. Some homework ideas that could be used along side this KO could be… Create 2 different revision (revision cards/ mindmap / mnemonic etc) to show how Charles ruled during his Personal Rule. Create a flow chart of the short term causes. Using the spider diagram on Tensions – recreate and give specific reasons for the increased in tensions between Parliament and the King 1629-1640. Create a mind map using the short and Long term causes of the Civil War. Don’t forget the key themes of tension!!! Quizzes on socrative The second sheet is exam specific criteria to help students identify the key skills for the GCSE Modern World A - Personal Rule to Restoration depth study.

This is a Knowledge Organiser (KOs) which covers the reasons for the restoration in 1660. As KOs, this only cover the absolute basics, however in conjunction with lessons and learning homework, the idea is that students gain valuable specific knowledge that they can then incorporate into their written answers. This KO could be used as a starter, recap, or as a learning homework that is then assessed in subsequent lessons. Some homework ideas that could be used along side this KO could be… 1)Create 2 PEEL Paragraphs – 1 to show the restoration occurred because of the popularity of the monarchy and the 2nd to explain why the republic was weak. 2) Look, cover, write – The 5 reasons why the monarchy was restored. 3) Create a mnemonic to explain the Declaration of Breda 4) Create cue cards to show how the restoration settlement differed from the Grand Remonstrance. 5) Quiz on Socrative. The second sheet is exam specific criteria to help students identify the key skills for the GCSE Modern World A - Personal Rule to Restoration depth study.

This is a Knowledge organiser for the Berlin Wall and the Cuban Missile Crisis. It has been designed with the OCR Modern World A syllabus in mind, but the knowledge would be useful for all modern world GCSE / or other style of exam classes and would even serve as a good overall basic knowledge for A level. The second sheet, gives some suggestions on homework, starters or even basic lesson ideas using the knowledge organiser. As this is a knowledge organiser it only contains the absolute basics! We stress to students (especially those wanting top grades) the need to know more than just this information.

This is 3 pages of blank charts headed with key criteria for students to complete along side their own work/ notes to help them have all key policies, events and issues in one place. Please note, this does not have teachable content - it is for student’s to complete using their prior work , knowledge and is something they can then use to test themselves. Truman, Eisenhower and Kennedy in terms of their Domestic and Foreign policy and Civil rights agenda. In line with the AQA American Dream A level unit.

Revision activity for students to complete covering presidents Lydon B Johnson, Nixon, Ford, Carter and Reagan in terms of their Domestic and Foreign Policy. In line with the A2 AQA American Dream unit.

A simple chart for student’s to complete to show Hitler’s steps to war and the response of Europe (largely Britain and France). This resource then works brilliantly with the “Was the Policy of appeasement a mistake?” resource, as students are able to understand Hitler’s actions and understand why people changed their minds about appeasement.

A source from the Southern Manifesto document and an appropriate AQA AS style question that encourages students to evaluate the primary source in relation to the exam criteria of provenance, tone, content and argument. By encouraging students to break down and analyse the source in relation to these specifics, it encourages them to always formulate their answer with the exam criteria in the forefront of their mind. This is only one source and it is therefore worth mentioning that for AS purposes they would need a futher source which they must then compare and decide which one offers more value. For A2 they would need a further 2 sources but they are not expected to compare the sources. This document works well with the How to answer a Primary Source flow chart document - one of my other resources available.

A super lesson that encourages students to identify the various actions and events surrounding the end of the 1905 revolution. The resources are within the ppt and can be printed off and used around the room for students to collect the information or used as part of a group task/ discussion. They are to discover the reasons why the Tsar survived and if he was strengthening or weakening the country. At the end students are asked to think about the short and long term impact of the Tsar's actions. This then leads onto a super assessment essay question - Did the Tsar's response to the 1905 revolution make Russia stronger or weaker.