Sourcework: Was the British reaction to the Indian Mutiny justified? | Model answers for final three questions A fully-developed sourcework exercise which could take up to two hours. However, I instructed students as a homework exercise to do the final three questions. I then went through these providing them with some model answers which I…
Category: Historical Periods
Matrix Exercise: The results of the Indian Mutiny
Matrix Exercise: The results of the Indian Mutiny Students are presented with a detailed list of consequences which they then organise into a matrix diagram which will enable them to answer the following two questions: c. ‘British rule in India changed significantly after the Mutiny.’ How far do you agree with this statement? c. The…
Extension / Homework activity: What’s in a name? What’s in a logo?
Extension / Homework activity: What’s in a name? What’s in a logo? The events of 1857 have been described at different times in different ways by different people. The Sepoy Mutiny | The Indian Mutiny | The Great Rebellion | The Revolt of 1857 | The Indian Insurrection | The First War of Independence Students…
Why, and with what effects, did Indians resist British rule?
Why, and with what effects, did Indians resist British rule? British involvement in India began with the East India Company. Its powerful Governor Generals came to exercise indirect rule through its own private army. In this activity students compare and contrast the roles of Lord Bentinck and Lord Dalhousie in precipitating the Indian Mutiny of…
Sourcework: King Leopold II and the Congo
Sourcework: King Leopold II and the Congo 1. Study Sources A and B. Does Source A prove that Leopold was lying in Source B? Explain your answer using details of the sources and your knowledge. 2. Study Sources C, D and E. Does Sources C and D make Source E surprising? Explain your answer using…
Comparisons and Contrasts: French, Belgian and British approaches to Empire
Comparisons and Contrasts: French, Belgian and British approaches to Empire Using the information from the previous activity, students use this Venn Diagram template to highlight contrasts and comparisons between the different methods used by the French, British and Belgians. There is also a completed teacher version available.
How varied were the impacts of European imperialism on Africans? | teacher notes
How varied were the impacts of European imperialism on Africans? | teacher notes In the 1880s Europeans accelerated their colonisation programmes in a process which became known as the “Scramble for Africa”. Following the Berlin Conference (1884-85), the African continent was randomly divided into about fifty countries. These new borders took no account of ethnic…
10-question test: Europeans in Africa
10-question test: Europeans in Africa A short factual test to consolidate knowledge from the previous lesson.
What were the motives behind European imperialism in Africa?
What were the motives behind European imperialism in Africa? In this lesson, students investigate the key questions “Why did Europeans have little interest in colonising Africa before 1850?” and “What were the motives behind the ‘Scramble for Africa’ thereafter?”. Using the information provided, they produce an illustrated flowchart or infographic which highlights the connections between…
Hitler’s Foreign Policy: Model Answers
Hitler’s Foreign Policy a. Describe the events leading to Anschluss. b. Why did Hitler want to take over Czechoslovakia? c. How far was the policy of appeasement justified? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Hitler’s Foreign Policy: Model Answers
Hitler’s Foreign Policy a. In what ways did Hitler build up his armed forces before 1936? b. Why did Britain and France allow Germany to remilitarise the Rhineland in 1936? c. Evaluate the view that ‘Hitler was a gambler rather than a planner’ in foreign affairs. One of many sets of model answers for IGCSE…
International Relations: 1930s – Model Answers
International Relations: 1930s a. Describe the Abyssinian Crisis. b. Why was the conquest of Manchuria by Japan not prevented by the League of Nations? b. Why was remilitarisation of the Rhineland a risk for Hitler? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
International Relations: 1920s/30s – Model Answers
International Relations: 1920s/30s a. Describe the successes of the League of Nations in peacekeeping in the 1920s b. Why did the League fail to secure world disarmament before World War Two? b. Explain why the League was quite successful in the 1920s One of many sets of model answers for IGCSE History (CIE) that can…
Model Answers: International Relations: 1920s
International Relations: 1920s a. Describe the activities of the Agencies of the League of Nations. b. Why did some major powers not join the League? c. How successful was the League at dealing with border disputes in the 1920s? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
International Relations: 1920s – Model Answers
International Relations: 1920s a. What were the aims of the League of Nations? b. Why did the USA’s refusal to join create problems for the League? c. How successful was the League at dealing with the problems it faced in the 1920s? One of many sets of model answers for IGCSE History (CIE) that can…
Germany Depth Study: Model Answers
Weimar Germany, 1918-34 a. Describe the effects of the hyperinflation of 1923 on the German people b. Why was 1923 a year of crisis for the Weimar Republic? c. c. To what extent did the Weimar Republic recover between 1924-28? One of many sets of model answers for IGCSE History (CIE) that can be accessed…
Model Answers – Weimar Germany, 1918-34
Weimar Germany, 1918-34 a. What changes in German society did the Nazi Party want in 1920? b. Why did the Nazi Party remain unsuccessful between 1924 and 1929? c. How important was Hitler to the success of the Nazis between 1929 and 1932? One of many sets of model answers for IGCSE History (CIE) that…
Model Answers: Weimar Germany, 1918-34 [free]
Weimar Germany, 1918-34 [free] a. What were the main features of the Weimar Constitution? b. Why did the Weimar Republic face difficulties in 1923? c. How successful was the Republic between 1924-1928? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Versailles Peace Treaty: Model Answers
Peace Treaties after World War One a. Describe how the peace treaties affected France. b. Explain why the Versailles treaty was harsh on Germany. c. To what extent did the aims of the Big Three differ? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Peace Treaties after World War One: Model Answers
Peace Treaties after World War One a. What is a diktat? b. Explain why some people thought that the Treaty of Versailles was fair. c. To what extent did the aims of the Big Three differ? One of many sets of model answers for IGCSE History (CIE) that can be accessed here:
Model Answers: Peace Treaties after World War One [free]
Peace Treaties after World War One [free] a. What did Wilson hope to achieve from the peace settlement of 1919-20? b. Why did Clemenceau and Lloyd George disagree over how to treat Germany? c. “The Treaty of Versailles was a fair settlement”. How far do you agree with this statement? Explain your answer. One of…
Origins of WW1 – IGCSE History P1 Model Answers
The Origins of World War One a. Describe the Alliance System which existed among European powers before 1914. b. Why did the Anglo-French entente survive? c. “The crises of 1905, 1908 and 1911 made war inevitable” – to what extent do you agree with this statement? One of many sets of model answers for IGCSE…
Why Appeasement? Diamond9 Quiz
Why Appeasement? Diamond9 Quiz A 15-question factual test designed to be used after students have watched the classic documentary “Why Appeasement?“. Part of the unit: GCSE/IB History: International Relations, 1929-39
Contrasts and comparisons to a second dictator
Contrasts and comparisons to a second dictator Students are presented with this structured worksheet providing guidance on how to compare and contrast Mao with a second dictator of their choice (NOTE: if a second dictator has not yet been studied, then this exercise can be done later in the course or as part of the…
Classroom debate and consolidation: How successful was Mao as ruler of China, 1949-76?
Classroom debate and consolidation: How successful was Mao as ruler of China, 1949-76? Members of the class will be presented with this debate framework and detailed timeline. They use this to frame “prosecution” questions on particular policies (summarised as the headings in six key columns in a table provided). These questions should take the format…
20-question factual test on Mao’s domestic policies
20-question factual test on Mao’s domestic policies – to ensure students have obtained a sufficient level of topic mastery by this stage. Part of the new study unit on Mao’s rule of China, 1949-76
Detailed analysis of Mao’s domestic policies
Partway through this research process, you may wish to present your students with this detailed analysis of Mao’s domestic policies to help them along. There is also a completed teacher version of this exercise available. Part of the new study unit on Mao’s rule of China, 1949-76
Mao’s China: Thematic Analysis and Independent Research
Mao’s China: Thematic Analysis and Independent Research Students are next provided with this note-taking framework, which organises the events covered in the teacher lecture (above). The challenge is to organise their existing notes into evidence of success/praise and criticism/failure for each of the eight major policy areas, then develop each one further with additional research…
Mao and his Ministers
Mao and his Ministers Following the lecture, students should be provided with this detailed summary sheet of Mao’s most important ministers. They should revise from this before being give a factual test on what they have learned (teacher answer sheet also available). Part of the new study unit on Mao’s rule of China, 1949-76
Teacher Part 3: Mao’s Domestic Policies 1968-76
Teacher Part 3: Domestic Policies 1968-76 Covering five central issues: 11. Mango Fever | 12. Red Guards | 13. Lin Biao | 14. Sino-American Relations | 15. Postscript Part of the new study unit on Mao’s rule of China, 1949-76
Teacher Lecture, Part 2: Mao’s Domestic Policies 1945-67
Teacher Lecture, Part 2: Domestic Policies 1945-67 Covering five central issues: 6. Culture | 7. Great Leap Forward | 8. Lushan Conference | 9. Great Famine | 10. Cultural Revolution Part of the new study unit on Mao’s rule of China, 1949-76
Teacher Lecture, Part 1: Mao’s Domestic Policies 1949-56
Teacher Lecture, Part 1: Mao’s Domestic Policies 1949-56 Covering five central issues: 1. Administration | 2. Economy | 3. Politics | 4. Five-Year Plan | 5. Sino-Soviet Relations Part of the new study unit on Mao’s rule of China, 1949-76
Which 20th Century Dictator are YOU?
I start the study of the Rule of Mao by getting students to complete the ActiveHistory interactive simulation “Which 20th Century Dictator are YOU?” using this abbreviated worksheet. This is a stand-alone simulation to help students compare and contrast how single-party state rulers maintained power. It guides students through 10 key issues explaining how and…
Medieval Town and Village Virtual Adventure
I have updated the “Middle Ages Time Machine Adventure” with a “save progress” feature so that students can pick up their games where they left off if playing the game over several lessons or completing it for homework.
Who was the most interesting Roman Emperor of all time? = Research Prompt Sheet
Who was the most interesting Roman Emperor of all time? | Research Prompt Sheet – a classroom debate In this activity, students research different emperors. They can then present their findings in a whole host of ways: through a balloon debate (my favoured approach!), a biopoem, a diamond diagram, and many others which are suggested…
League of Nations Simulation – update
I have updated the first part of the League of Nations simulation with more detailed information and a new worksheet for IGCSE students. The topic page for the League can be found here.
Escape the Room – Whitechapel 1888
ActiveHistory topic page: “Escape the Room” scenarios “It is 1888. You are an undercover detective working on the infamous ‘Jack the Ripper’ murder case. One evening in the Autumn of 1888, two women are murdered in just one evening. As you conduct your own private investigation the police arrest you for acting suspiciously. Once it…
Henry VIII: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Henry VIII” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Medicine Through Time Expert: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Dr. Fox” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Adolf Hitler: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Adolf Hitler” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Martin Luther King, Jr: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with MLK” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
William the Conqueror: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with William the Conqueror” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
Josef Stalin: Head2Head Virtual Interview Relaunch
Over the Xmas holidays I completely re-coded and relaunched the popular “Head2Head Interview with Josef Stalin” which can be found here. The new version has an improved artificial intelligence engine and a modernised layout so that students appear to be having a text chat with the character on their mobile device.
25-Question Factual Test – the Korean War
25-Question Factual Test To test knowledge and understanding at the end of the unit (teacher password required). Part of the new ActiveHistory study unit on the Korean War.
The Korean War: Collapsible Revision Notes
The Korean War: Collapsible Revision Notes Interactive notes which can be collapsed or expanded to various levels of detail for revision purposes. Part of the new ActiveHistory study unit on the Korean War.
The Korean War: Interactive Cartoon analysis
The Korean War: Interactive Cartoon analysis Analyse a series of cartoons by hovering over details and answering exam-style questions. When you have finished, the computer will provide you with a printout comparing your answer to a model answer. A great way to revise and develop sourcework skills. Part of the new ActiveHistory study unit on…
Korean War Fling the Teacher Quiz
Korean War Fling the Teacher Quiz 75 possible questions: I like to get all the students playing it simultaneously, and award 25 points for the first person to finish, 24 for the next, and so on; over the course of a few weeks you can build up a “Fling the Teacher Leaderboard” if you play…
Cartoon story analysis – The Korean War
Consolidation activity [3]: Cartoon story analysis Students take a cartoon story about the war and analyse it for partiality and omissions. Part of the new ActiveHistory study unit on the Korean War.
Mapwork – The Korean War
Consolidation activity [2]: Mapwork Students have to match a range of maps to key moments in the war to consolidate their understanding. Part of the new ActiveHistory study unit on the Korean War.
Korean War – Mini-Debates
Mini-Debates Students are placed into prosecution and defence teams to analyse Truman’s handling of the Korean War. There are some completed teacher notes available for this exercise. Part of the new ActiveHistory study unit on the Korean War.
Model Essay: Analyse the causes and consequences of the Korean War
Model Essay: Analyse the causes and consequences of the Korean War A sample essay written by RJ Tarr of www.activehistory.co.uk. (teacher password required). Part of the new ActiveHistory study unit on the Korean War.
How was a truce negotiated? What were the consequences for Korea and for the wider world?
How was a truce negotiated? What were the consequences for Korea and for the wider world? Students consider a list of detailed points are are then challenged to organise these into meaningful categories to answer the key questions. Part of the new ActiveHistory study unit on the Korean War.
Truman makes his decision about MacArthur
Truman makes his decision about MacArthur “Read the following sources, then use them to answer the following question: In your view, do you think that Truman was right to fire General MacArthur? Explain your answer by considering both sides.” Part of the new ActiveHistory study unit on the Korean War.
Should Truman tolerate or fire MacArthur for his criticisms?
Should Truman tolerate or fire MacArthur for his criticisms? MacArthur asks Truman to threaten atomic attacks on China if they refuse to withdraw from Korea. Rejecting MacArthur’s advice, Truman refuses to threaten retaliation against China, fearing that this could lead to a Third World War. As a result, MacArthur starts openly criticizing Truman’s policies in…
Should Truman support MacArthur and commit the USA to a ‘total war’ in Korea?
Should Truman support MacArthur and commit the USA to a ‘total war’ in Korea? Using a variety of sources within a timeline, students decide whether Truman should follow MacArthur’s advice and threated retaliation against China unless they withdraw from Korea. Part of the new ActiveHistory study unit on the Korean War.
Containment or Rollback: Should Truman allow MacArthur to take the war over the 38th Parallel into North Korea?
Containment or Rollback: Should Truman allow MacArthur to take the war over the 38th Parallel into North Korea? Students consider nine key primary sources to reach a judgement about whether it would be wise for Truman to take the war into North Korea. Part of the new ActiveHistory study unit on the Korean War.
Should Truman approve MacArthur’s plan to launch an amphibious assault at Inchon?
Should Truman approve MacArthur’s plan to launch an amphibious assault at Inchon? At the outset of the Korean War, Truman called General McArthur out of retirement to lead the UN forces. MacArthur was a charismatic, complex figure who had served with distinction in both World Wars. Most famously, he had been forced from his military…
Korean War – Interactive Newsfeed Exercise
Korean War – Interactive Newsfeed Exercise Students are presented with a series of “newsfeeds” about the Korean War, which they use to complete this worksheet, and then answer a series of questions. Part of the new ActiveHistory study unit on the Korean War.
Primary source analysis – causes of the Korean War
Who was responsible for the outbreak of the Korean War? Was Truman right to commit troops to the conflict? Partway through the presentation students will be required to evaluate a series of primary source documents regarding these issues. An additional optional source is extracts from NSC-68. Part of the new ActiveHistory study unit on the…
Who was responsible for the outbreak of the Korean War? Was Truman right to commit troops to the conflict?
Who was responsible for the outbreak of the Korean War? Was Truman right to commit troops to the conflict? An online multimedia presentation which places students into the position of members of Truman’s National Security Council. The teacher guides the students through a series of decision points and they write up their thoughts on a…
James Spod: Undercover in Nazi Germany!
By popular request, a ‘Save Game’ feature has now been added to the “James Spod: Undercover in Nazi Germany” game. Let me know if there are any other requests!
Sourcework: Assess President Kennedy’s handling of the James Meredith controversy at “Ole Miss”
A new source work exercise in the style of IB History Paper 1 (Rights and Protest)
The Bosnian Crisis and the Balkan Wars: Factual Test
The Bosnian Crisis and the Balkan Wars: Factual Test A factual test in the “How certain are you?” format.
Guidance for writing the coursework essay for students
This document – guidance for writing the coursework essay for students – outlines how to write an introduction, a conclusion, and provides a range of key words and phrases to help them analyse significance. It also makes use of the ClassTools “Essay Writing Bookmark” which I have made freely available for download here.
To what extent were Stalin’s policies a direct attempt to protect Russia from the threat of another World War?
To what extent were Stalin’s policies a direct attempt to protect Russia from the threat of another World War? In the longer-term, the experience of World War One and the ensuing civil war which followed in its wake was used by Stalin to justify radical actions to protect the country against future threats. The teacher…
What was the immediate political, military, and socio-economic significance of World War One upon Russia?
What was the immediate political, military, and socio-economic significance of World War One upon Russia? Regardless of whether the war was a cause or merely a catalyst for the February Revolution, it certainly had a significant immediate impact upon Russia. The issue which divides historians in this respect is explaining how military and socio-economic developments…
October Revolution: Historiography and Primary Sources
C. Was the October Revolution a coup d’etat or a popular uprising? Primary / Secondary Source Material As the next phase of the investigation, students read through a series of selected primary and secondary accounts of the events of October 1917 and decide where each can be used, and which quotes are best to include….
Was the October Revolution a coup d’etat or a popular uprising? – Timeline Role-play Exercise
Was the October Revolution a coup d’etat or a popular uprising? The Provisional Government which took over from the Tsar in February 1917 remained committed to keeping Russia in the Great War. How significant this decision was in terms of contributing to the Provisional Government’s overthrow by the Bolsheviks in 1917 is another subject of…
How stable was the Tsarist regime on the eve of World War One?
How stable was the Tsarist regime on the eve of World War One? Politically, one of the major events that occurred in Russia during World War One was the overthrow of the Tsarist regime. Assessing the significance of World War One in this context requires us to consider whether the war CAUSED or merely ACCELERATED…
Significance of WW1 for Russia: Study Guide
Overview and study guide During the Cold War, the debate about the nature and origins of the 1917 Communist Revolution was particularly heated. The Capitalist West was eager to discredit the origins of the USSR, and the USSR was equally determined to romanticise them. Since the end of the Cold War, the debate has continued…
The Rise of Hitler: Essay Planning Generator
This new essay-planning generator helps students consider how five key factors which caused the Rise of Hitler can be linked in various ways. The computer shuffles the various factors as a pack. It then deals out the first two and connects them using a database of possible links. It then takes the third factor and…
Origins of World War One: Essay-Planning Generator
This new essay-planning generator helps students consider how five key factors which caused the First World War can be linked in various ways. The computer shuffles the various factors as a pack. It then deals out the first two and connects them using a database of possible links. It then takes the third factor and…
Causes of the Spanish Civil War: Essay Planning Generator
This new essay-planning generator helps students consider how five key factors which caused the Spanish Civil War can be linked in various ways. The computer shuffles the various factors as a pack. It then deals out the first two and connects them using a database of possible links. It then takes the third factor and…
IB Induction – WW2 Trivia Challenge
As part of the IB Induction Project outlined here, I have uploaded a ‘trivia challenge’ which I use within the opening assembly: [student version | teacher answers].
How far can Stalin’s rise to power be explained through reference to divisions in the party caused by WW1?
How far can Stalin’s rise to power be explained through reference to divisions in the party caused by WW1? Assessing the impact of the war upon Russia also requires us to look to the long-term. In this sense, the first thing to consider is the immediate impact upon Russia of Lenin’s decision to pull out…
IB Induction Project – Assembly Presentation
As part of the cross-curricular IB Induction project outlined here, I have uploaded my own personal assembly presentation and presenter notes. Assembly (based around this PowerPoint presentation and these presenter notes)
New decision-making simulation: “Time Machine Journey to the Renaissance”
Recoded, rewritten, relaunched: the popular “Time Machine Journey to Renaissance Florence” has been completely revamped with fresh features including: A live ‘leaderboard’ so that teachers can monitor student progress; The ability for students to print off a certificate of achievement at the end; Factual questions testing essential knowledge throughout the simulation.
Time machine display card
Time machine display card A nice stand-alone activity that can take place at any point during this study topic. Ask students to consider when, where and who they would visit (any why!) if they had a time machine. Then instruct each student to produce their own completed version of a foldable card which can form…
Medieval Cathedrals: Design your own!
Resources and materials for helping students design their own historically accurate Medieval Cathedral, including a Minecraft animation!
JFK: Speech on Castro and Cuba, 1960
JFK: Speech on Castro and Cuba, 1960 The centerpiece of JFKs attack on the Eisenhower administration was its failure to anticipate and then deal with the rise of Castro. The following speech is therefore very useful evidence for developing your analysis of the conditions which brought Castro to power. Moreover, it is a classic example…
Virtual Reality Images: War Memorials
Tip: Access this page with your smartphone, and click the Google Cardboard icon which will appear on the image. View the image with your VR Headset, and simply shake or nod your head to move to the next image! Part of the “Delivering a World War One Battlefields Trip” resources from ActiveHistory.
World War One Battlefields Follow-Up: “Design a Memorial / Visitor Center”
Design a Memorial / Visitor Center [worksheet] Students can also use what they have learned to design their own memorial and visitor center in a group task (“The Commonwealth War Graves commission has decided to create a new memorial and visitor center to commemorate the war. Your task is to formulate your own concept for…
Richard Holmes: War Walks – The Somme (28m) | Student Worksheet | Teacher Answers
Video: Richard Holmes: War Walks – The Somme (28m) | Student Worksheet | Teacher Answers The late, great Richard Holmes is still the best TV military historian. Here’s a video, worksheet and teacher answers on the Battle of the Somme. Part of the comprehensive set of materials on World War One from ActiveHistory.
How Significant was the role of International Protest and Intervention in the Anti-Apartheid Movement?
Model Sourcework in the style of IB Paper 1 (more samples here). How Significant was the role of International Protest and Intervention in the Anti-Apartheid Movement? [Sample Paper | Model Answers]
Model Essay – Analyse the Rise and Fall of Thomas Wolsey (originally published in History Review)
Analyse the Rise and Fall of Thomas Wolsey (originally published in History Review) 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk As well as writing a number of articles for History Review magazine, I make it a habit to write essays in timed conditions whenever I set such assignments with my classes. These serve…
Assess the degree to which guerrilla warfare was the main cause of communist victory in Vietnam
Assess the degree to which guerrilla warfare was the main cause of communist victory in Vietnam – Model Essay 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk As well as writing a number of articles for History Review magazine, I make it a habit to write essays in timed conditions whenever I set such assignments…
Compare and contrast the role of technology in determining the outcome of two wars, each chosen from a different region
Compare and contrast the role of technology in determining the outcome of two wars, each chosen from a different region – Model Essay 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk As well as writing a number of articles for History Review magazine, I make it a habit to write essays in timed conditions whenever…
Model Essay: Analyse the causes of the Spanish Civil War
Model Essay: Analyse the causes of the Spanish Civil War A sample essay by RJ Tarr of www.activehistory.co.uk. 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk As well as writing a number of articles for History Review magazine, I make it a habit to write essays in timed conditions whenever I set such assignments…
Model Essay – How successful were Mussolini’s Domestic Policies?
Model Essay – How successful were Mussolini’s Domestic Policies? (note: teacher password required). An essay completed in timed conditions by RJ Tarr of www.activehistory.co.uk. 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk As well as writing a number of articles for History Review magazine, I make it a habit to write essays in timed…
Model Essays on Mao’s China
Model Essays by RJ Tarr (note: teacher password required). Analyse the methods and conditions which led to to the rise of Mao as ruler of China. Compare and Contrast the Rise of Mao and Stalin (originally published in History Review) Compare and Contrast the Rise of Pinochet and Franco Compare and Contrast the Rise of Mao and…
Analyse the causes and consequences of the Korean War
Model Essay: Analyse the causes and consequences of the Korean War (teacher password required). A sample essay written by RJ Tarr of www.activehistory.co.uk. A sample essay written by RJ Tarr of www.activehistory.co.uk. 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk As well as writing a number of articles for History Review magazine, I make…
In what ways, and with what results, was Germany a source of Cold War tensions between 1945 and 1962?
Model Essays by RJ Tarr: Analyse the roots of the Cold War before 1945 (note: teacher password required). To what extent were conflicting views about Germany the main cause of the Cold War up to 1949? (note: teacher password required). In what ways, and with what results, was Germany a source of Cold War tensions…
Model Essay: “To what extent did the French Revolution deliver on its promises of Liberty, Equality, Fraternity?”
Model Essay: “To what extent did the French Revolution deliver on its promises of Liberty, Equality, Fraternity?”(teacher password required) A sample essay which I wrote myself in timed conditions for the benefit of my students. From: 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk
Model Essay: By what methods, and with what success, did Fidel Castro try to eliminate domestic opposition?
Model Essay: By what methods, and with what success, did Fidel Castro try to eliminate domestic opposition? (note: teacher password required). (note: teacher password required). From: 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk
Model Essay: “Castro’s mastery of guerrilla warfare was the main reason why he was able to take control of Cuba”. To what extent do you agree with this statement?
Model Essay: “Castro’s mastery of guerrilla warfare was the main reason why he was able to take control of Cuba”. To what extent do you agree with this statement? (note: teacher password required). From: 40+ Model History Essays by RJ Tarr of www.activehistory.co.uk
Outcome from the Balloon Debate: Paper People Project | More on the “Paper People” approach
Who was the most important person in the Industrial Revolution? Each student produces a single powerpoint slide (using this template) as a key figure from the industrial revolution period explaining why “they” deserve to be remembered as the most important character overall. The debate which follows is a great way of encouraging students to link…
Crime Board: Who was Jack the Ripper?
Crime Board: Who was Jack the Ripper? As an alternative to producinga straightforward ‘Wanted’ poster for the killer following the computer simulation, students could instead consider producing a ‘Crime Board’ connecting the various pieces of evidence to different suspects to produce an overall theory.
Turbo-Timeline Generator!
I have developed a brand-new timeline generator over at ActiveHistory’s sister site, ClassTools.net. All you have to do is COPY and PASTE a timeline from a website or word document, click a button and you get an animated timeline you can navigate through. Here is an example on the Life and Career of Cromwell, and…
How did Cromwell rule England 1649-1658?
How did Cromwell rule England 1649-1658? Students fill the gaps in a detailed account with the words listed at the bottom of it, then use this information to answer the questions which follow.
“Levellers and Diggers”: A song by Gerard Winstanley (1648)
Which groups are criticized in this song? What are they criticized for? Can you produce the first verse of a song for EITHER the Royalists OR the Republicans in the same style as that of Gerrard Wistanley’s?
