ActiveHistory » A-Level / IB History

Mussolini and Italian Fascism: Factual Tests

Russel Tarr — Sat, 31 Jul 2010 15:17:10 +0000

Choose from the following two options
20 Factual Questions
Complete the gaps exercise

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Essay planning: Mussolini’s Domestic Policies

Russel Tarr — Wed, 28 Jul 2010 15:16:16 +0000

Essay Planning Task
A worksheet which guides students through the steps of writing an effective essay on Mussolini’s domestic policies

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Mussolini and Fascist Italy

Russel Tarr — Thu, 22 Jul 2010 15:13:55 +0000

Research Task: Short Version
Eight main policy areas will be researched (students later boil these down to five, then link them). The teacher will provide details on the first one using a model research piece and students should make notes. The class will then research the other rows and feedback with their findings.

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Introductory Prezi: Mussolini and Fascist Italy

Russel Tarr — Mon, 19 Jul 2010 15:12:47 +0000

A brief overview of the main themes and the key events. Students should take notes!

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Mussolini and Fascist Italy: Overview

Russel Tarr — Fri, 16 Jul 2010 15:11:30 +0000

Mussolini (a former schoolteacher and socialist) was appointed prime minister in October 1922 . As Duce (leader), he initially headed a coalition of Fascists and nationalists, but soon assumed dictatorial powers, although muted parliamentary opposition continued until the murder of Matteotti in 1924. As an extension activity, read through Mussolini’s answer to the question “What is Fascism?”.

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Theory of Knowledge

Russel Tarr — Tue, 13 Jul 2010 12:47:28 +0000

It has been said that “all history is contemporary history” (Croce) and “History tells us more about the person who wrote it than about the people being written about” (Carr).
In this sense, works of history themselves become sources for later generations of historians!

In this session, we will look at the three broad interpretations about the course of history that historians have formulated.
Whig School
Marxist School
Annales School

[Student worksheet | Teacher notes]

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The Historians and their Sources

Russel Tarr — Sat, 10 Jul 2010 12:45:16 +0000

Sources are incomplete, untypical and unreliable, as we found out in our last session. Historians therefore need to: Select sources to use, based on what questions need answering;

Interpret those sources and make deductions from them;
Organise and present their main conclusions to the public.

Arguably, this process of selection and interpretation distorts our “knowledge” even further. All historians have their own views and interests, formed by upbringing, social background, and current affairs; this will determine the questions they choose to investigate, the sources they choose answer those questions, the interpretation which they put on those sources and even the words they use (“one man’s terrorist is another man’s freedom fighter”).

In this session, we will therefore investigate the different approaches of historians to the way they choose to “package” the past. We will do this by looking at three main approaches:
To inform
To persuade
To entertain

[Student worksheet | Teacher notes]

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Historiography: The Historians and their Sources

Russel Tarr — Wed, 07 Jul 2010 12:42:45 +0000

The first way in which we gain knowledge of the past is through historical evidence (”sources”). Two questions raise themselves:
How can we extract knowledge from the sources? (issues of quality and quantity)
How useful is the knowledge that we extract in this way? (issues of comprehensibility and the ‘language gap’)

[Student worksheet | Extension Task | Teacher notes]

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Theory of Knowledge in History

Russel Tarr — Sun, 04 Jul 2010 12:40:22 +0000

Why and How is History Produced? – student worksheet and teacher notes to help deliver a historiography course.

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MazeGame: The Chinese Civil War and the Rise of Mao

Russel Tarr — Thu, 01 Jul 2010 09:12:07 +0000

Meet some of the key characters relating to the topic, learn about some of the key documents and artefacts, and take a series of tests before being given an overall score in this decision-making adventure.

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Spain under Primo de Rivera

Russel Tarr — Tue, 29 Jun 2010 18:27:52 +0000

A new version of the Jigsaw-Table Exercise.

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Chinese Civil War – Essay Writing Task

Russel Tarr — Sat, 26 Jun 2010 09:10:45 +0000

Students are presented with three possible essay titles, which the teacher can either divide between the class as a homework task OR one of which can be randomly chosen in a subsequent lesson and answered by the entire class in timed conditions.

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Jigsaw Table Exercise: The Chinese Civil War and the Rise of Mao

Russel Tarr — Sun, 20 Jun 2010 09:09:36 +0000

After the class has had a feedback session based on the individual research tasks, students should complete this interactive exercise which tests their knowledge of the essential points and which additionally provides them with a thorough, completed table of information with which to develop their original notes. Each student is also given a score, which the teacher can record in the markbook.

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The Soviet Union under Khrushchev

Russel Tarr — Thu, 17 Jun 2010 18:25:33 +0000

A new version of the Jigsaw table exercise.

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The Chinese Civil War – Individual Research Task

Russel Tarr — Mon, 14 Jun 2010 09:08:22 +0000

For the next task, students are provided with a blank version of this grid. Each student is allocated one cell, and use timelines, textbooks and websites to produce a PowerPoint presentation on it. The class should start by going back through the source pack and deciding where and why each source can be placed in the table.

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