Work booklet designed for:<br /> <br /> A) Source evaluation<br /> B) Further Historical knowledge<br /> C) The British Home Front (WW1 &amp; WW2) <br />

Learning &amp; Challenge objectives:<br /> <br /> 1. To be able to identify and understand various schools of thought (known as Historiography).<br /> <br /> Challenge objective:<br /> <br /> To be able to analyse and interpret different viewpoints and make substantiated judgments. <br /> <br /> <br /> Literacy &amp; Keywords: <br /> Traditional (orthodox) – conventional, western view, USSR to blame for Cold War. <br /> Post-revisionists – not who but what was to blame, e.g. break down of diplomacy, economic factors <br /> Post 1991 Historians-That Cold War was inevitable due to a clash of ideology i.e. communism, capitalism. <br /> Revisionist – looking at history from different, ‘revised’ perspectives, the US must share the blame.<br /> Historiography<br /> <br /> Other key words for SEN pupils:<br />  Expansionary<br />  Permitted<br />  Ideologies<br />  ERP<br />  Self-determination<br />  Diplomacy<br /> <br />

Student resource/booklet covering the rise of Stalin and consolidation of power including:<br /> <br /> 1) The death and funeral of Lenin; the background of Stalin and Trotsky; Lenin’s Testament.<br /> <br /> 2) To what extent had Stalin become a personal dictator in Communist Russia by the end of the 1920’s?<br /> <br /> 3) Stalin and Trotsky’s claims to power; how their policies differed.<br /> <br /> 4) The power struggle between other rivals in the 1920's; emergence of Stalin as sole ruler of the USSR.<br /> <br /> 5) Communist rule in the later 1920's: government, censorship and propaganda.<br /> <br /> 6) The purges: the reasons for; the extent of; show trials; the Great Terror; the army; consequences<br />

Worksheet with media links, primary sources and student activities. <br /> <br /> Working with Steve Waugh &quot;Vietnam 1950-1975 Edexcel text.

Starter activities to enable students to recap and engage with key terms, events and dates relating to the Cold War.

Learning &amp; Challenge objectives:<br /> 1. To be able to identify and understand various schools of thought (known as Historiography).<br /> 2. To be able to analyse and interpret different viewpoints and make substantiated judgments. <br /> <br /> Syllabus &amp; Topic/lesson: AS/A-level History ,The Cold War, c1945–1991.<br /> <br /> Support activities:<br />  Dice activity: consolidate/recap key words from the previous 10 weeks unit.<br /> <br />  Individual activity: Using key words only students are asked to explain why the Cold War developed post 1945. Individual writing task (5 minutes only).<br /> <br /> <br />  Mini Plenary: assess understanding of schools of thought (Historiographies). Post it notes used to identify class viewpoints (Historiography). Q &amp; A.<br /> <br />  Group Activity: Students to use colours to highlight historiography as a group and place accordingly depending on opinion/interpretation of source. (A2 paper)<br /> <br />  Plenary: individual writing activity. Using/embedding at least two historical interpretations from your A2 paper and KEY WORDS explain in your own words why the Cold War developed post 1945?<br /> <br /> Literacy &amp; Keywords: <br /> Traditional (orthodox) – conventional, western view, USSR to blame for Cold War. <br /> Post-revisionists – not who but what was to blame, e.g. break down of diplomacy, economic factors <br /> Post 1991 Historians-That Cold War was inevitable due to a clash of ideology i.e. communism, capitalism. <br /> Revisionist – looking at history from different, ‘revised’ perspectives, the US must share the blame.<br /> Historiography<br /> <br /> Other key words for SEN pupils:<br />  Expansionary<br />  Permitted<br />  Ideologies<br />  ERP<br />  Self-determination<br />  Diplomacy<br /> <br /> <br />

Starter activity: Iron Curtain

This activity focuses on analyzing why the Cold war ended? This activity aids students to critique multiple reasons why communism collapsed and is useful for GCSE, A level or IB curriculum. <br /><br /> <br /><br /> This activity is useful across all age groups, including GCSE &amp; AS/A level inquiry questions relating to more complex interpretations &amp; judgments such as “How far” or “To what extent”. <br /><br />

Learning objective<br /> <br /> To be able to explain at least two reasons why Beckett was killed<br /> <br /> To be able to make a judgment using PEE (Point, evidence &amp; explanation)<br /> <br /> Card sorts and mini essay plan templates.

Worksheet and poscast links<br /> 10 mark AQA question<br /> Key terms

Roll the dice to establish your &quot;key word' and work with activities attached.<br /><br /> <br /><br /> Focus: key word activity focusing on the &quot;buzz' words needed for GCSE examinations,

Range of sources of those whom criticism FDR during his New Deal proposals. Can be used for discussion point or adapted for source review.

End of unit assessment for slavery<br /> <br /> Target area: source analysis<br /> <br /> Mark scheme included.

L.O to be able to enhance and practice key skills including: independent research, analysis of evidence, evaluation of provenance, and presentation skills.

Recap and review: atrocity and recruitment propaganda during the First World war 1914-1918

Support activities:<br /> <br /> Starter: dice activity designed to connect to previous “key words” from the last topic area (Khrushchev’s economic and industrial reforms)<br /> <br /> Main activities: Students to work in a group scenarios and work independently to analyse and explore various historical interpretations to enhance their skill set of understanding the past and coming to substantiated judgement. (A3 Sheet)<br /> <br /> Plenary: Analyse historical interpretations and begin to assess inquiry based question using relevant historical interpretations. Post it notes to assess individual outcomes backed up with Q &amp; A. <br />

Learning Objectives<br /> <br /> 1. To be able to make valid source analysis and value judgements based on utility<br /> <br /> 2. To be able to empathise with the conditions West Africans faced during the Middle Passage.<br /> <br /> Learning outcomes<br /> <br /> All will be able to empathise with at least one aspect relating to the voyage (Middle Passage). All will be able to make rank one source (1-10) and explain why they made a decision (orally).<br /> <br /> Some will be able to empathise with more than one aspect of the voyage using more than one source as evidence. Some will be able to analyse more than one source and explain using written/oral evidence.<br /> <br /> A small group will be able to empathise with the voyage of the Middle Passage using specific evidences from the lesson and link back to previous work conducted. They will be able to make multiple valid source judgements based on how far a source is useful.<br />

Source analysis activity reviewing primary and secondary source utility.<br /> <br /> Linked with AQA Historical Investigation_British curriculum GCSE

History GCSE work booklet to assist with source analysis skills and increase wider understanding of the following areas:<br /> <br /> Recruitment<br /> Women during War<br /> Home Front<br /> Rationing<br /> Propaganda<br />

The Cold War activity 1945-49.

Activity designed to help students make value judgement and break down in-depth historical knowledge regarding Stalin's 4th Five year plan.<br /> <br /> Graph activity to encourage independent judgment. <br /> <br />