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How far had life changed for African Americans 1863-1963?
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How far had life changed for African Americans 1863-1963?

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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 why the constitution does not provide protection for the civil liberties of minorities To explain the impact of the 13th, 14th and 15th amendments To describe the racial discrimination towards African Americans in the 19th and early 20th centuries
Why did the US experience the ‘Red Scare’?
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Why did the US experience the ‘Red Scare’?

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Edexcel International GCSE in History (4HI1) Paper 1 Depth Study 7 - A divided union: civil rights in the USA, 1945–74 ** Learning Objectives** To describe how the Cold War developed To explain how the Cold War led to the Red Scare in the USA To analyse how the events of the Cold War increased the fear of communism in the USA
How significant was the role of Martin Luther King in the CRM 1963-1965?
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How significant was the role of Martin Luther King in the CRM 1963-1965?

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Edexcel International GCSE in History (4HI1) Paper 1 Depth Study 7 - A divided union: civil rights in the USA, 1945–74 Learning Objectives To describe the methods and activities of Martin Luther King To explain the impact of the mass peace marches in Birmingham and Washington To evaluate the reasons for the failure of the Mississippi Freedom Summer and the events in Selma
How did other protest movements develop?
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How did other protest movements develop?

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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 impact of the CRM on other groups To identify shared reasons for the growth of protest movements in the 1960s To identify unique reasons for the growth of protest movements in the 1960s
Authoritarian States - Aims and Effects of Policies (Mao & Hitler)
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Authoritarian States - Aims and Effects of Policies (Mao & Hitler)

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A scaffolded historiographical approach to delivering this topic in the style of a spiral curriculum. The emphasis of this approach is to encourage students to develop and extend their ability to analyse and evaluate different interpretations. This first topic focuses on a comparative approach to students exploring the policies and impact of Mao and Hitler, with the impact of Mussolini and Lenin/Stalin referenced as additional case studies for students. IB History - Paper 2 - Topic 10: Authoritarian States (20th century)
How did the women’s movement develop?
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How did the women’s movement develop?

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Edexcel International GCSE in History (4HI1) Paper 1 Depth Study 7 - A divided union: civil rights in the USA, 1945–74 Learning Objectives To describe how the Women’s Movement developed To explain why the Women’s Movement developed To evaluate the extent of success of the Women’s Movement in the 1960s and 1970s
Authoritarian States - Rise to Power (Mao & Hitler)
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Authoritarian States - Rise to Power (Mao & Hitler)

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A scaffolded historiographical approach to delivering this topic in the style of a spiral curriculum. The emphasis of this approach is to encourage students to develop and extend their ability to analyse and evaluate different interpretations. This first topic focuses on a comparative approach to students exploring the rise to power of Mao and Hitler, with the rise of Mussolini and Lenin/Stalin referenced as additional case studies for students. IB History - Paper 2 - Topic 10: Authoritarian States (20th century)
Enquiry Question: How did Stalin use violence, terror and fear to impose his authority on the Soviet
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Enquiry Question: How did Stalin use violence, terror and fear to impose his authority on the Soviet

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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 how the early purges were used to suppress opposition To assess why Stalin was able to extend the purges to such a grand scale To analyze the reasons why Stalin persisted with the purges in his later years 1941-1953 To evaluate the extent which there was resistance to the purges
Cold War; Development of the Arms Race
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Cold War; Development of the Arms Race

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Cold War; Superpower Relations A-level (The Nuclear Arms Race 1949-1963) Learning Objectives To identify how nuclear weapons were developed by the two superpowers To explain why and how the arms race developed To use the Cuban Missile Crisis as a case study to illustrate your explanation To evaluate the impact of the arms race
15. How did the Third Reich come to an end?
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15. How did the Third Reich come to an end?

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iGCSE Edexcel History (Specification code: 4HI1) Paper 1: Depth Studies [Germany: development of dictatorship, 1918–45] Learning Outcomes To explain the reasons for Germany’s defeat in WW2 To analyse the competing theories surrounding Hitler’s death
What is government?
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What is government?

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Enquiry Question: What is government? Learning Objectives To understand the concept of government To explain the different ways in which countries can be governed To research examples of different government systems Civics curriculum designed to be delivered in an International school to a largely American student body.
Totem Poles
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Totem Poles

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Lesson examining totem poles - students to create their own totem pole, used with a low ability class, introducing them to Native American beliefs.