Introductory Overview This handout sets up the topic by providing key facts about the war and asking students to consider how they would answer ‘big’ questions such as “In what circumstances would you be prepared to fight in a war? How can we prevent wars from happening? Does war have any positive effects? What is…
Category: Historical Periods
Medieval Castles Simulation, new worksheet and extension task
The popular Medieval Castles Simulator has now been updated with a new worksheet with an extension activity based around a primary source relating to the siege of Carcassonne in 1240. The simulation can be used as a stand-alone activity, or as part of the ActiveHistory study of The Norman Conquest or The Albigensian Crusade.
“Poppy Fascism?” – a new worksheet for Remembrance
A new worksheet and supporting resources for teaching Remembrance. Students consider questions such as “What does the British Legion actually stand for? What does it do with the money it raises? Why do you think some people might object to the Poppy Appeal?” They then read an article, and read through a cartoon produced directly…
CSI History, The Iceman Mystery!
CSI History: The Iceman Mystery This project was developed as a joint study unit between the Head of History (@russeltarr) and the Head of Geography (@MattPodbury) at the International School of Toulouse. Its purpose is to provide an intensive and exciting induction programme to Year 7 students and to highlight links between Geography and History…
The Suez Crisis, Sample Sourcework assignment and model answers
To what extent do you agree with the view that Israel and the West bear the largest responsibility for the Suez Crisis in 1956? This sample sourcework exercise is based on the IB History syllabus and comes complete with model answers which I have written myself to share with my own students.
ActiveHistory Mystery: Cat Bottoms and Golden Cups!
This latest ActiveHistory Mystery, which I used with my Year 8 students, is based in the Middle Ages and involves cats’ bottoms, golden cups, mass murder and plenty of treachery… The “History Mysteries” lessons are designed as stand-alone projects which each last 3-4 hours. Through engaging historical topics, they teach skills of problem formulation, deductive reasoning,…
Google Hangout Video Conference: Professor Orlando Figes answers questions on Lenin’s Russia
Following his earlier talk with students on the subject of the 1917 October Revolution, Professor Orlando Figes of Birkbeck University answered questions from students at the International School of Toulouse on the topic of Lenin’s rule of Russia 1918-1924. Over the course of 45 minutes he answered a wide range of questions that the class had formulated in…
Remembrance Day: Memorials
Memorials “Almost every village, town and city in Europe has a memorial to a war which affected its community. In this activity you will consider the purpose of such memorials, research one in depth and contrast it with others from around the world using this PowerPoint Template” Part of a comprehensive set of Remembrance materials…
Remembrance Day: Peace Charities: Which should our school support?
Peace Charities: Which should our school support? This exercise involves students researching a range of different charities, debating their respective merits and deciding which should be the ‘official’ charity that the school should support this year. Could be a particularly good student council project / assembly (e.g. student council presents a range; students vote in…
Remembrance Day: Current Conflicts
Current Conflicts “Remembrance Day commemorates not just past wars, but also current ones too. In this activity you will research a current conflict, produce a one-slide summary using a PowerPoint template, and then compare it to others in order to reflect on the most common causes of warfare” (there is a research template available) Part…
Remembrance Day: Statistics and Infographics
Statistics and Infographics “One death is a tragedy, a million deaths is just a statistic” said Josef Stalin. In this exercise we will familiarize ourselves with some of the key statistics relating to World War One, and consider creative ways in which we can present those statistics to make them more meaningful. Part of a…
Remembrance Day: Songs of War and Peace
Songs of War and Peace “In this activity we will research a whole range of war-related songs, divided between different members of the class. The outcome will be a compilation of what we consider to be the 10 best songs overall” Part of a comprehensive set of Remembrance materials for every single year group.
Remembrance Day: Paintings of WW1
Paintings of WW1 Why do governments employ war artists? What makes a great work of art? What is the difference between art and propaganda? Students consider a range of different paintings, compare and contrast findings. My own selection of paintings can be used instead if you prefer: The Hero (Grosz) | Harvest of Battle, Hospital,…
Remembrance Day: War Poetry
War Poetry “Your teacher will allocate the poems between the members of the class. Use the poem you have been allocated to answer these questions: (a) What is the best word to describe the tone of this poem? (b) How does the poet make you feel this way? (c) How reliable is your source as…
Remembrance Day: Film of WW1: All Quiet on the Western Front
Film of WW1: All Quiet on the Western Front This exercise focuses on the German experience of World War One through the famous novel-turned-film. Students comprehend the final 30 minutes of the film then consider the techniques used in the film to get across its ‘peace’ message. Part of a comprehensive set of Remembrance materials…
Remembrance Day: Oral Testimonies
Oral Testimonies “The scale of warfare often leaves us numbed to its human impact. In the words of Stalin, “One death is a tragedy. A million deaths is just a statistic”. In this activity you will learn about the impact of war upon just one individual by using an online audio-visual archive of interviews with…
Remembrance Day: Propaganda Posters
Propaganda Posters Print off these 10 posters. Create a Venn diagram with them with the three circles representing: 1. Attempts to mobilise women 2. Attempts to recruit men 3. Attempts to generate anti-German feeling. Find other examples to add to the diagram if you have time. Part of a comprehensive set of materials designed…
Remembrance Day: Debating the Issues: The De Bono Method
Debating the Issues: The De Bono Method Starting with a teacher’s introductory PowerPoint, “The teacher will take the role of someone with a ‘Green Hat’. They will choose (or ask the class to vote on) one of a range of ‘Discussion Points’ and each person in the class will be given a number between 2-5…
Remembrance Day: Consequences of War
Consequences of War A stand-alone worksheet version of an activity available on the web in which students compare the results of a large range of wars to compare, contrast and conclude regarding the most likely effects of a war for modern society. Part of a comprehensive set of materials designed for every year group to…
Remembrance Day: Red Poppy, White Poppy, both or neither?
For Year 12/13. The Nature of Remembrance: The White Poppy / Red Poppy Debate “Although Remembrance Day is an established day on the international calendar, there remains a great deal of debate about what exactly we should “Remember”. People who wear the Red Poppy have one opinion, and those who wear the White Poppy have…
Remembrance Day: Shot at Dawn
For Year 13 students. An activity based around first-hand accounts relating to soldiers ‘shot at dawn’ for cowardice during World War One. Discussion points and real debate possibilities relating to this thorny subject. There is also an extension task available based on information available on this website. Part of a comprehensive set of Remembrance materials…
Remembrance Day: Introductory Assembly
The Introductory Assembly This assembly outlines how every single year group in the school will be provided with a different task relating to Remembrance. The assembly focuses on conflicts taking place around the world to provide contemporary relevance every signly year. It can be adapted using this Wikipedia Page of current conflicts for the most…
“Sarajevo Sandwich Sydnrome” – Questioning the Reliability of Documentary Sources
One of the most popular classroom resources covering the assassination of Franz Ferdinand is an episode from the award-winning series “Days that Shook the World” At face value this 30-minute film should be highly reliable: it is a documentary (rather than a feature film), produced by the highly respected British Broadcasting Corporation. However, there are…
Would the October Revolution have taken place without the input of Lenin?
A new KeyWord Checker that helps check the level of detail used in IB History essays.
‘Google Hangout’ with Orlando Figes!
In June 2014, the world-renowned historianProfessor Orlando Figes generously agreed to participate in a live video link-up experiment with IB Historians at the International School of Toulouse to answer questions about the Russian Revolutions of 1917. Over the course of 45 minutes he answered a wide range of questions that the class had formulated in advance following an…
Medieval Crime and Punishment, Essay Markscheme
TWIST – The Neck Verse! Whilst the class is voting on the punishments to be given, the “guilty” criminals might be taken outside and provided by your teacher with a copy of the “Neck Verse” (this can be found on ActiveHistory along with an explanation about how it worked). A coin will be flipped. “Heads”…
How far did Medieval Punishments fit the crime?
How far did Medieval Punishments fit the crime?Students start by considering that “In Western Europe the death penalty no longer exists (in other words, people cannot be executed for their crimes). Do you think the death penalty should be brought back for certain crimes? Explain your answer by considering two sides”. They then consider eight…
Medieval Trial – Roleplay!
Medieval Trial – Roleplay!Students complete a creatively written ‘crime report’ against someone else in the class based on one crime from a list provided. Anyone accused of a crime then has to produce a defence statement and the cases proceed to trial, with the credibility of the prosecution and defence cases resting on how effectively…
How effective was the Medieval method of determining guilt?
How effective was the Medieval method of determining guilt?Students start by considering “What methods do the police and courts use today to decide if someone is guilty of a crime?”. They then consider which of theses methods were used (or were even possible) in the Middle Ages. They then interpret an original picture source, and…
How effective was the Medieval method of capturing suspected criminals?
How effective was the Medieval method of capturing suspected criminals? In this activity, students decide whether the modern “police” system is better or worse than the Medieval “tithing” system. Part of “Could you get justice in the Middle Ages?” – Essay assignment with roleplay activities In this study unit students will consider several aspects…
Essay Writing Phase: Was the 20th Century a Period of Progress?
Part of the ActiveHistory 20th Century Research Project. Essay Writing Phase: Was the 20th Century a Period of Progress? Students are now in a position to write their essay on the key question “Was the 20th Century a Period of Progress?”. In the simplest way, they can write the essay in two main sections: positives…
A History of the 20th Century through Feature Films
A History of the 20th Century through Feature Films This document provides an overview of the 20th Century through feature films. Students can read through the story and, if any films overlap an area of their interest, they can research it further (and even borrow it from the school library to watch!). There is also…
What sorts of things could get me into hell? – The Seven Deadly Sins
In this activity students will learn about, and connect, the seven deadly sins. They will also learn about which particular punishments are associated with each of these sins. They will then write a dialogue between two people that can be acted out in front of the class: a. “The Sinner”: You will be going into the…
What is Medieval hell like?
What is Medieval hell like?Image sources to share with the class | Prezi of Images“In this task we will investigate what Medieval people thought Hell was like. In other words, the Church’s power was based on FEAR as well as LOVE. The exact balance between these two things is for you to decide later! Your job is…
Gruesome Martryrdoms, Repulsive Relics!
Gruesome Martryrdoms, Repulsive Relics! In this activity / presentation (see image), which contains video clips and stimulus images, students are put into teams to research and then present their favoured choice of holy relic to obtain for their new cathedral, and a suitably brave martyr to dedicate the cathedral to.
Was the 20th Century a Period of Progress? New Study Unit!
This project is designed to allow students to develop a broad but comprehensive overview of the main events of the 20th Century. Each student will research one key event, theme or individual of their choice to produce an attractive display piece. They will compare and contrast their findings with other people in the class to…
World War One Battlefields Trip Materials, newly updated and developed
The following materials [click here] are designed to help teachers plan a trip to the World War One battlefields of the Somme and Ypres. There are two versions of the trip available. Each one comes with a detailed student workpack (plus teacher notes) which opens in Adobe Acrobat Reader. There is also a detailed itinerary…
The Iceman, an ActiveHistory Mystery!
This new ActiveHistory Mystery focuses on the discovery of a frozen body, high in the mountains. It starts with a “CSI” role-play element and was delivered to Year 7 students as an joint induction project delivered in History lessons (led by me – @russeltarr) and Geography lessons (led by Matt Podbury – @MattPodbury). The investigation concluded with…
The Cuban Missile Crisis – Revision Quiz (30 Questions)
An interactive computer game to test factual knowledge. The first student to finish should be given 20 points; the second student 18; and so on. I build up a “Fling the Teacher Leaderboard” over the whole course to build up a bit of competition…!
Vietnam War – Fling the Teacher Revision Quiz (45 questions).
An interactive computer game to test factual knowledge. The first student to finish should be given 20 points; the second student 18; and so on. I build up a “Fling the Teacher Leaderboard” over the whole course to build up a bit of competition…!
Decision Making Simulation: the Vietnam War
Decision Making Game: the Vietnam WarDevelop your knowledge and understanding of this key topic with this interactive adventure
The Vietnam War – Endgame
Timeline Quiz | Teacher answer sheetThis ‘fill the gaps’ quiz recaps the entire topic and rounds it off with information on how the war eventually came to an end.
Domestic causes for the US defeat in Vietnam: Civil Rights campaigners, musicians, photojournalists and students
Domestic causes for the US defeat in Vietnam: Civil Rights campaigners, musicians, photojournalists and studentsThe longer that the war dragged on, the more the American public questioned US involvement in it. President Johnson employed a “policy of minimum candor” in its dealings with the media (meaning?). Over time, this policy damaged the public trust in…
Military causes for the US defeat in Vietnam
Military causes for the US defeat in Vietnam In response to the growing involvement of the USA in Vietnam, the Vietcong began a highly effective campaign against the North. Students learn about this topic by using two video clips: Video Clip 1 | Video Clip 2 Economically, they secured aid from China and the USSR Strategically, they…
How and why did President Johnson escalate US involvement in the Vietnam War?
How and why did President Johnson escalate US involvement in the Vietnam War? | Teacher mutimedia presentationBy 1963, Kennedy felt that the US military advisors had done all that they could. He decided to announce a phased withdrawal from Vietnam to be completed by 1965.However, three events transformed the situation and meant that instead US involvement was instead…
The Vietnam War – Sourcework Questions: Why did the US get involved in Vietnam?
Sourcework Questions: Why did the US get involved in Vietnam?Several sourcework questions, culminating in:Here are three reasons why the US may have got involved in Vietnam: which do you agree with most, and why?i. Because they wanted to protect the world from communist dictatorship ii. Because they were paranoid about the communist threatiii. Because they were…
The Vietnam War – Kennedy’s own words on the subject
JFK Speech writing Task Part [3]: Kennedy’s own words on the subjectIn this final part of the speechwriting exercise, students listen to a couple of speeches made by Kennedy on the subject of Vietnam, and then complete their press statements.Video Clip 1 | Video Clip 2
The Vietnam War – Why was the USA so concerned that communism could spread into Vietnam in particular?
JFK Speech writing Task Part [2]: Why was the USA so concerned that communism could spread into Vietnam in particular? | Teacher Answer sheet This worksheet gets students to anticipate how the USA managed the difficult situation in Vietnam – the capitalist, Catholic regime of Diem (and his wife, nicknamed ‘dragon lady’) in the South was deeply…
The Vietnam War – Why was the USA so keen to prevent communism spreading?
JFK Speech writing Task Part [1]: Why was the USA so keen to prevent communism spreading? “Imagine you are a speechwriter for the President Kennedy of the United States. Using your knowledge of the Cold War so far, draft a speech (starting “Fellow citizens…”) justifying Kennedy’s actions.”
Consequences of the Cuban Missile Crisis
The Cuban Missile Crisis Roleplay Unit One of the most dramatic moments of the 20th Century and a particularly exciting topic to teach and to study! This unit is based around extended roleplay activities firstly from the Soviet, then from the American, perspectives. Students gain a thorough understanding not just of the events but also…
The Cuban Missile Crisis Roleplay Unit – US Roleplay Part 2 (one hour): The Crisis Escalates
The Cuban Missile Crisis Roleplay Unit One of the most dramatic moments of the 20th Century and a particularly exciting topic to teach and to study! This unit is based around extended roleplay activities firstly from the Soviet, then from the American, perspectives. Students gain a thorough understanding not just of the events but also…
Slideshow of ExComm – The Cuban Missile Crisis Roleplay Unit
The Cuban Missile Crisis Roleplay Unit One of the most dramatic moments of the 20th Century and a particularly exciting topic to teach and to study! This unit is based around extended roleplay activities firstly from the Soviet, then from the American, perspectives. Students gain a thorough understanding not just of the events but also…
The Cuban Missile Crisis: US Roleplay Part 1 (one hour): The Initial Response
The Cuban Missile Crisis Roleplay Unit One of the most dramatic moments of the 20th Century and a particularly exciting topic to teach and to study! This unit is based around extended roleplay activities firstly from the Soviet, then from the American, perspectives. Students gain a thorough understanding not just of the events but also…
The Cuban Missile Crisis Soviet Roleplay
The Cuban Missile Crisis Roleplay Unit One of the most dramatic moments of the 20th Century and a particularly exciting topic to teach and to study! This unit is based around extended roleplay activities firstly from the Soviet, then from the American, perspectives. Students gain a thorough understanding not just of the events but also…
Background to the Cuban Missile Crisis: The Cuban Revolution, the Bay of Pigs and the Berlin Wall
The Cuban Missile Crisis Roleplay Unit One of the most dramatic moments of the 20th Century and a particularly exciting topic to teach and to study! This unit is based around extended roleplay activities firstly from the Soviet, then from the American, perspectives. Students gain a thorough understanding not just of the events but also…
Origins of the Cold War, c.1945-61
If the Origins of the Cold War have not already been studied using the detailed unit at ActiveHistory, the following provides an efficient, effective overview. Teacher Lecture – Interactive Multimedia Presentation | Student activity sheet to accompany the presentation Complete with video clips, the comprehensive presentation guides through the origins and development of the Cold…
Fall of Napoleon, Timeline Worksheet and Multimedia Presentation
Timeline and Multimedia Presentation Although the main focus of our study unit has been Napoleon’s domestic policies, the above question highlights that it may be necessary to contrast these with his foreign policies in a ‘to what extent’ style of question. The objective of the following activity is therefore to ensure that you have the material able…
Classroom Trial, Did Napoleon betray the spirit of the French Revolution?
Classroom Trial: Did Napoleon betray the spirit of the French Revolution? The class will be divided into teams to research different aspects of Napoleon’s Rule. Prosecution will be pitted against Defence, with other students acting as judges. The job of the judges at the end of the discussion of the first issues is to decide…
Napoleonic Propaganda, Analysing Portraits Worksheet
Napoleonic Propaganda: Analysing Portraits Worksheet | Images for download In this activity students are given a detailed introduction to the art of propaganda in Napoleon’s France and they are then presented with a wide range of images. Students have to match the captions to the pictures and then decide how to categorise the various pictures. Each student…
Infographic Task, What sort of a man was Napoleon?
Infographic Task: What sort of a man was Napoleon? This framework encourages students to produce a one-sided A3 infographic about Napoleon as a revision aid. Part of the new IB Study Unit on “The French Revolution and the Rule of Napoleon“
Silent Discussion, Impressions of Napoleon
Silent Discussion: Impressions of Napoleon In this activity students conduct a ‘Silent Discussion’ about Napoleon (instructions included) based around 12 primary sources. In this way they start to form impressions about whether Napoleon was a revolutionary or a reactionary. Part of the new IB Study Unit on “The French Revolution and the Rule of Napoleon“
French Revolution, Discussion Points and Conclusions
Discussion Points and Conclusions This worksheet guides students through some of the key questions arising from the analysis thus far to ensure that the essay question (“To what extent did the French Revolution deliver on its promises?”) is approached with sufficient rigour. Part of the new IB Study Unit on “The French Revolution and the…
Picture Challenge, Key Events of the French Revolution
Picture Challenge: Key Events of the French Revolution Taken directly from the timeline, this quiz provides a series of key images relating to the period. In teams, students have to correctly identify the event relating to each picture. Part of the new IB Study Unit on “The French Revolution and the Rule of Napoleon“
French Revolution, Detailed, Interactive Timeline of Key Events
Detailed, Interactive Timeline of Key Events This interactive timeline provides a comprehensive overview of the key events of the French Revolution and is designed to accompany the worksheet listed above. Part of the new IB Study Unit on “The French Revolution and the Rule of Napoleon“
Analytical Research Template, Events of the French Revolution
Analytical Research Template: Events of the French Revolution This template allows students to analyse events from the detailed timeline (below) in terms of the key concepts of ‘Liberty, Equality, Fraternity’ by dividing those concepts into practically measured criteria. There is also a completed teacher version available, along with links to recommended YouTube video clips. Part of the…
Depth Focus on Enlightenment Philosophy, Thomas Paine and the Rights of Man
In-Depth Focus on Enlightenment Philosophy: Thomas Paine and the Rights of Man With a general understanding of Enlightenment Philosophy now secured, students look in more depth at the “Rights of Man” to develop their understanding of the aims of the French Revolution. Links to two excellent video clips are also provided. Part of the new…
French Revolution, Defining the Debate, Enlightenment Philosophy
Defining the Debate: Enlightenment Philosophy In order to measure the success of the French Revolution, it is necessary to determine the professed aims of the Revolution. In this activity students will analyse the beliefs of key Enlightenment philosophers to reach a more detailed understanding of what the Revolutionaries really meant when the claimed to stand…
Historiographical overview of the Fischer Thesis
Historiographical Overview: This information sheet outlines the essential historiographical debate – namely, the Fischer Thesis, which suggested that both World Wars were essentially caused by the same consistent factor – namely, German aggression. The task of students will be to decide how far they agree with this idea. Part of the “Compare and Contrast the…
“Compare and contrast the roles of Lenin and Trotsky 1917-1924” / “To what extent did Lenin sacrifice principle to maintain his hold on power?”
“Compare and contrast the roles of Lenin and Trotsky 1917-1924” / “To what extent did Lenin sacrifice principle to maintain his hold on power?” This worksheet guides students back through the topic, reframing their thoughts and notes to prepare them for two other possible questions that could appear on the examination paper.
Lenin’s Rule of Russia: Article by Russel Tarr in History Review Magazine
Lenin’s Rule of Russia: Article by Russel Tarr in History Review Magazine Part of the roleplay unit on Lenin’s Russia. After the debate has taken place and the essays are thereby planned, students can be provided with this “model essay” by the author of this website to help them gather further ideas and evidence to…
Winston ChurchillIndependent Research Phase and Mark Scheme for the Essay
Independent Research Phase and Mark Scheme for the Essay “The main body of your essay is now completed. To distinguish your study, you should now take the time to conduct some extra research to develop each of your main paragraphs with fresh evidence. Make use too of this mark scheme…” This detailed, stand-alone study unit…
From Yom Kippur to Camp David (30 Question Quiz)
Another revision quiz designed to help students revise the Middle East Paper 1 depth study as part of their IB revision programme. I give students 10 minutes at the start of the lesson to try to complete the quiz. Anyone completing the quiz within the available time gets a score based on the amount of minutes left…
Head2Head Preparation: Identifying ‘Heroic’ and ‘Villainous’ qualities and framing the questions ready for the interview
Head2Head Preparation: Identifying ‘Heroic’ and ‘Villainous’ qualities and framing the questions ready for the interview The class will be divided into two teams. The first team needs to make a list of ‘heroic’ (positive) qualities. The second team needs to make a list of ‘villainous’ (negative) qualities. These are then matched up in pairs, prioritised…
Head2Head Interview – Teacher led activity to determine if Churchill was prejudiced
Head2Head Interview – Teacher led activity to determine if Churchill was prejudiced The teacher now defines the key words in each of these questions, and then ‘interviews’ Churchill about each one. Students record the findings in terms of negative / positive responses. Were you racist? Were you sexist? Were you antisemitic? Were you islamophobic? Were…
Primary sources about Churchill – Silent Discussion
Primary sources about Churchill – Silent Discussion Prior to the lesson, your teacher will print off sets of sources and place them on different tables. The class will be divided into pairs, and each pair will be directed to a different table with a different set of sources. “Read the sources in silence, then still…
Quotes by Churchill
Quotes by Churchill From a consideration of visual sources students now move towards quotes by Churchill. Winston Churchill was well-known for his speeches and his quotes. In this activity we will look at a number of these quotes, and work out whether on balance they suggest that he was a hero or a villain. “Read…
Diamond9 Activity: Photographs of Churchill
Diamond9 Activity: Photographs of Churchill “Cut out and create a “Diamond 9″ Diagram of these images, with the most ‘positive’ images towards the top, and the most ‘negative’ towards the bottom. Explain your choices either in a paragraph or by putting clear captions next to each of the images themselves. TIP: Start by writing your…
Photographs of Churchill: What deductions about him can we draw?
Photographs of Churchill: What deductions about him can we draw? “What impression is created of Churchill in each of the following photographs? Record your thoughts to the right of each picture. Compare your ideas with a partner, then with the class. TIP: To help you analyse each picture, you might want to consider such things…
Churchill, hero or villain – Introductory Lesson and Activity – Teacher Lesson Plan
Introductory Lesson and Activity – Teacher Lesson Plan This introductory lesson gets students to pull apart what it means to be a ‘hero’ or a ‘villain’. Students brainstorm what they know about Churchill and will probably lean more towards a ‘hero’ interpretation. But then the teacher provides a twist in the tail for the second…
Arab-Israeli Conflict: Google Hangout Video Conference for IB Historians
Interview with Max Salant This Google Hangout Video interview took place with a former student of the International School of Toulouse in Summer 2014. Max conversed with us direct from Israel to answer questions about the history and current affairs of the region. It provides some excellent material and perspectives that would be useful in…
Winston Churchill Head2Head Interactive Interview
This detailed, stand-alone study unit is based around an interactive Head2Head Virtual Interview with Winston Churchill. The unit is designed to be used with Year 9 students (13-14 years) but is easily adaptable to other contexts. The unit develops sourcework and essay-writing skills, and the outcome is a detailed, structured essay answering the key question…
Compare and contrast the origins of World Wars One and Two, model essay
Model Essay by RJ Tarr (note: teacher password required) At this point, students should return to their original research template to complete the final column, which asks them to make some observations about whether the various factors for each war are areas of comparison and contrast. This can then be used as the basis for an…
Was Hitler’s foreign policy traditional, or unprecedented?
Main Task: Was Hitler’s foreign policy traditional, or unprecedented? In this activity students use extracts from the Treaty of Brest-Litovsk, an Interview with Hitler, Mein Kampf and the September Programme to decide where they stand in regard to the Fischer controversy. Part of the “Compare and Contrast the Origins of World War One and World…
Primary source analysis activity, Public Opinion Polls on Appeasement
Primary source analysis activity: Public Opinion Polls on Appeasement (complete withteacher answer sheet). Part of the “Compare and Contrast the Origins of World War One and World War Two” unit at ActiveHistory.
Historians debating the Origins of WW1 on Twitter
Last week I was delighted to make Twitter contact with two of my history heroes – Simon Schama and Professor Gary Sheffield – on the issues surrounding Mr. Gove’s latest comments about the teaching of World War One, which I have turned into a worksheet that I will use as a revision exercise with students….
Was Appeasement Spineless, Stupid, Cunning or Honourable?
Was Appeasement Spineless, Stupid, Cunning or Honourable? If you are keen that students cover the Origins of World War Two from all of the essential angles, the following materials allow students to conduct an in-depth analysis of the efficacy of appeasement as a policy by the British and the French in the interwar period. Introduction…
Was Hitler a Gambler, or a Planner, in Foreign Affairs?
Was Hitler a Gambler, or a Planner, in Foreign Affairs? Students use extracts from the 4-Year Plan, Code Green, the Hossbach Memorandum and Mein Kampf to decide where they stand in the classic Taylor/Trevor-Roper debate about the “Hitler Factor”. They can then write up their findings. As an extension task they could investigate the Intentionalist/Structuralist debate. Part of the “Compare and Contrast the…
Factual test on WW1 (30 questions, IB Level)
Factual test on WW1 This factual test could be taken by students at this stage to test their knowledge and understanding of the topic by this stage. Questions are divided into chronological, thematic and historiographical categories (30 questions in total). Part of the “Compare and Contrast the Origins of World War One and World War…
The 1967 ‘6-Day War’ – 30 Question Quiz
Another revision quiz designed to help students revise the Middle East Paper 1 depth study as part of their IB revision programme. I give students 10 minutes at the start of the lesson to try to complete the quiz. Anyone completing the quiz within the available time gets a score based on the amount of minutes…
The Mystery of the Crying Woman
This exercise [printable version] is best used when students have studied the following unit: Main events leading up to the outbreak of World War Two.
Historiography through events management, Design a Seating Plan for these 18 Historians!
Historiography through events management: Design a Seating Plan for these 18 Historians! “Here are 18 historians with different viewpoints about the Origins of World War One. Your job is to cut up these cards, read each one carefully, and arrange a dinner party reception designed to ensure that nobody ends up sitting adjacent to anybody…
Instructions on how to present the group findings comparing World Wars One and Two
Overview of the procedure: This handout explains how the group working on World War One will present their findings first, and that this will be followed by a whole-class exercise linking the factors together and some historiography work (below). The same format is repeated with relation to World War Two. Part of the “Compare and…
Tensions in the Middle East, c.1914-48
A telescopic topic of revision notes using the ClassTools Telescopic Topic template.
Spanish Civil War Simulation now with Leaderboard
This activity will help you decide which party you would have supported during the Spanish Civil War (1936-39). By playing the simulation you will learn more about the issues facing Spain on the eve of the Civil War and the beliefs of the various groups that fought in it. In Stage 1, you will rank…
“The Yom Kippur war was caused by the Israelis and ended with their utter defeat” – do you agree?
A sample sourcework assignment, complete with model answers, in the style of the IB History Paper 1.
Worksheet to accompany episode 3 of The Nazis, A Warning from History
Main Video Resource: The Nazis: A Warning from History, Episode 3 – with accompanying worksheet. Part of the “Compare and Contrast the Origins of World War One and World War Two” unit at ActiveHistory.
Worksheet and factual test for the first episode of the Great War series from 1964
Part of the “Compare and Contrast the Origins of World War One and World War Two” unit at ActiveHistory: using a YouTube version of The Great War (1964), Episode 1 – there is an accompanying worksheet and also a factual test (note: requires teacher password).
A Summary of the main events of World War One, organised by theme, plus a factual test
A Summary of the main events of World War One, organised by theme; there is also a factual test based on this (note: requires teacher password). Part of the “Compare and Contrast the Origins of World War One and World War Two” unit at ActiveHistory.
Lenin’s Russia, newly rewritten and relaunched roleplay unit for IB History
This unit is taught completely through roleplay! Each student takes on the role of a different Politburo member and researches ‘their’ perspective on the key issues facing the new Soviet state. The teacher takes the role of President Kalinin, acting as Chair. Each lesson then works through issues “as they arise” between 1918-24, with plentiful…
Research Template for comparing the Origins of WW1 and WW2
Research Template: Students are then presented with a research template which has NINE key causes of each World War listed within it. “Divide these causes between the members of the group.Research your allocated factor(s) with relation to your particular war. Produce a one-slide presentation which will summarise your findings for the rest of the class”….
