Communism and Fascism: What’s the difference? Building on directly from the “Left and Right Wing” simulation earlier, students complete a questionnaire about key policy areas to help them identify the essential features of dictatorship and democracy, communism and fascism. They then use what they have learned to outline the differences between (a) Fascism and Communism;…
Design your ‘ideal state’
Design your ‘ideal state’ In this lesson, students take the ideas and principles they are now familiar with and use these to design an ‘ideal state’ by considering such things as the ideal age for voting, the benefits and disadvantages of having a monarchy, and so on. Plenty of room here for group work and…
The Potsdam Conference: When and why did the US policy move from one of co-operation to confrontation?
The Potsdam Conference: When and why did the US policy move from one of co-operation to confrontation? Students consider the extent to which the Potsdam conference was characterised more by conflict that by co-operation. Part of the comprehensive unit on Cold War Origins to 1949. Share this:
LBJ and the “Great Society”
A new teaching unit on LBJ and the Great Society. After the 1964 election, the Democrats held two-thirds majorities in both houses of Congress. This gave Johnson the mandate to realize his vision of a “Great Society”. Emboldened by his election by more votes than any president in history, Johnson prepared to inundate the 89th…
Hexagons Activity: Impact of the Industrial Revolution
Hexagons Activity: Impact of the Industrial Revolution This activity is approached through a ‘Hexagons’ approach which is outlined in detail here. Students cut up the hexagons and organise them in logical groups, with adjacent sides of hexagons indicating connections that are then explained around the diagram. The hexagons were created using the ClassTools.net Hexagons Generator….
Sourcework Exercise: The Sharpeville Massacre – Teacher model answers
Sourcework Exercise: The Sharpeville Massacre | Teacher answers 1) a. According to Source A, why was the campaign in Sharpeville so badly coordinated? [3 marks] 1) b. What is the message conveyed by Source B? [2 marks] 2) With reference to its origin, purpose and content, analyse the value and limitations of Source C for…
50 Essential Songs for the History Classroom
I am a big fan of music in the history classroom and I have created a number of Spotify Playlists for this purpose. Often this is merely to help create a calm and purposeful working atmosphere, when a bit of Chopin or Debussy sets the tone perfectly. Occasionally it’s even possible to have calming instrumental music directly…
Sourcework Exercise: The Sharpeville Massacre
Sourcework Exercise: The Sharpeville Massacre 1) a. According to Source A, why was the campaign in Sharpeville so badly coordinated? [3 marks] 1) b. What is the message conveyed by Source B? [2 marks] 2) With reference to its origin, purpose and content, analyse the value and limitations of Source C for a historian studying…
Model answers for sourcework exercise on rise of Apartheid
IB-style source work exercise: Why was apartheid introduced into South Africa in 1948? | Model Answers by RJ Tarr A one-hour source work exercise in the style of the IBDP History Paper 1, complete with model answers to share with students afterwards. Share this:
Slave Trade Simulation: Updated and improved
To tie in more closely with “The Apprentice” roleplay which forms the main part of this study unit, the popular “Slave Trade Simulation” has been updated with a new activity worksheet. This worksheet is the default way of working through the simulation. It provides a detailed introduction to the topic, explains how it will feed…
Model Essay – Compare and contrast the role of ideology in causing two 20th-century wars, each chosen from a different region
Compare and contrast the role of ideology in causing two 20th-century wars, each chosen from a different region “Although at face value very different conflicts, the Spanish Civil War and the Vietnam War were strikingly similar in a number of important ways: not least the central role played by ideology in precipitating the outbreak of…
Model Essay – What were the most frequent causes of 20th-century wars?
What were the most frequent causes of 20th-century wars? (model essay) “The 20th Century was defined by two World Wars which brought havoc upon civilization unprecedented in human history, and in the continued instability of the 21st century a study of their causes – and how to avoid them – is an essential method of working…
Vietnam veteran John Kerry’s statement at the Senate hearings of 1971
Vietnam veteran John Kerry’s statement at the Senate hearings of 1971 The class will be divided into pairs, representing 18-year-old US citizens in 1971. Imagine that you and your partner are good friends who have just been drafted into the US army. You are both well educated and have strong opinions about the war: one…
Why, and with what degree of justification, did Nixon refuse to immediately withdraw from Vietnam?
Why, and with what degree of justification, did Nixon refuse to immediately withdraw from Vietnam? A primary source analysis activity. Students use the ‘Silent Majority’ speech to answer the following questions: 1. What is the current situation in Vietnam, and why did America get involved in the first place? 2. Why is Nixon refusing to…
Compare and contrast the policy of Johnson and Nixon with regard to Vietnam
Compare and contrast the policy of Johnson and Nixon with regard to Vietnam Students are provided with a detailed timeline of events covering the Nixon administration and conduct further research of their own. They then consider carefully their completed research to provide an essay plan to the past exam question “Compare and contrast the Vietnam…
Could LBJ have handled the Vietnam War more effectively?
Could LBJ have handled the Vietnam War more effectively? In this decision-making exericse, students imagine they are advisors to President Johnson. As the crisis in Vietnam deepens, their job is to advise him on the best course of action to preserve his administration (How should LBJ respond to accusations that he is being insufficiently honest…
Using Knowledge Cubes for hands on discussions
Overview When students conduct research on key individuals, get them to write up their findings on a cardboard cube, with each of the six faces covering a different theme. After the class has exchanged its findings in the form of a balloon debate or similar, collect the cubes in and, as an extension activity, invite pairs of students to…
Design a logo reflecting the aims and methods of individuals or organisations
Overview After studying individuals, parties or organisations, challenge students to design a logo which summarises their essential aims, methods, successes and failures. This is a task I regularly use as part of group work exercises based on The Apprentice, but lends itself equally well to the study of a wide range of other examples. Examples After a…
Civil Rights Campaign 1964, Freedom Summer
Campaign 1964: Freedom Summer | Teacher notes “The 1964 Freedom Summer was a 10-week campaign in Mississippi designed to increase the amount of black people registered to vote…Listen to (or read) Fanie Lou Hamer’s “I Question America” speech and make notes on the sorts of injustices she and her people have suffered already and which she uses…
The Civil Rights Act of 1964
Legislation 1964: The Civil Rights Act The Civil Rights Act of 1964 is significant because it made the protection of civil rights the responsibility of the federal government, and removed the rights of individual states to make their own exceptions to these…Watch the video clip and make detailed notes on the main provisions of the…
Sourcework Assignment with model answers, The Civil Rights Act of 1964
Sourcework Assignment with model answers: The Civil Rights Act of 1964 [Teacher password required] A complete sourcework paper in the style of the new IB Syllabus, complete with model answers by the author of this website. Part of the complete scheme of work on the civil rights movement 1954-1965 at ActiveHistory Share this:
Selma Marches 1965, Online Simulation
Campaign 1965: Selma – The Simulation [interactive] “In this simulation you will learn about key figures involved in the struggle as events unfold step-by-step. For each character you will be invited to step inside their shoes and consider how you should react to the situation you face if your objective is to attract favourable media attention…
The Voting Rights Act of 1965
Legislation 1965: The Voting Rights Act “The Voting Rights Act has recently been undermined by the case of Shelby County v. Holder (2013). Conduct some research into this case (including the article from The Guardian entitled ‘Selma leaders lament voting rights losses at congressional award ceremony’) to answer the question “To what extent has the…
Undercover in Ancient Rome – new worksheets for the simulation
I have added some new activities to the “Undercover in Ancient Rome” simulation. Mapping the key places and people In this task, you will use the interactive adventure to complete a schematic map which quickly allows you to identify the main sites and Emperors in Ancient Rome according to the simulation. Once this is finished,…
Add a ‘how certain are you?’ element to spice up factual tests
Overview To spice up factual tests, require students not merely to provide an answer, but to choose how many points to play for to reflect their confidence. If they’re correct, they win that amount of points, if not they lose the same amount. Example Here is the start of a factual test on the Civil Rights Movement. Students…
Simulate a conference
Overview When studying how successfully different countries achieved their objectives in an international conference, conduct a simple re-enactment where students score points for achieving their national objectives. Then study the terms of the real agreement reached to determine who gained the most and how creatively they solved the problems they faced. The example I give here…
New Book from ActiveHistory: “A History Teaching Toolbox”
A History Teaching Toolbox is the perfect handbook for busy classroom teachers eager to try out some new strategies with their students. More than 60 tried and tested activities and approaches are organised into helpful categories and explained with step-by-step instructions and topic-specific examples to illustrate how they can be immediately employed. A History Teaching…
Protest placards: design, anticipate, react
Overview When studying an issue, event or personality which is open to different interpretations, get students to design a placard summarising their personal viewpoint. Alternatively, ask students to suggest how particular historians or observers would summarise their viewpoint in just a few words, or even anticipate what the actual slogans were in photographs of genuine protest marches. Example 1…
Using limericks as a revision tool
Overview As part of a ‘choose your own homework‘ menu, give students the option to produce a set of limericks to help them memorise some key events, dates or individuals. Case Study Here’s an example produced by one of my students when the homework was simply ‘choose a topic from our GCSE studies that you are…
Counterfactuals in History
Overview To help students decide how important a factor was in causing a particular event, ask them to consider whether events would have turned out differently without it. To have validity, this ‘counterfactual’ approach should not descend into mere speculation. Instead, students should be prepared and trained to substantiate their assertions with evidence to help…
Who is your Historical Hero?
I have updated the “Who is your historical hero?” study unit to make use of the ‘Knowledge Cubes’ approach which I outline in more detail at Tarr’s Toolbox. Share this:
Knowledge Cubes – originally posted on Tarr’s Toolbox
Overview When students conduct research on key individuals, get them to write up their findings on a cardboard cube, with each of the six faces covering a different theme. After the class has exchanged its findings in the form of a balloon debate or similar, collect the cubes in and, as an extension activity, invite pairs of students to…
Compare and Contrasting the Rise of Dictators in Different Regions
Which 20th Century Dictator are YOU? A simulation to compare and contrast the methods and conditions through which dictators rose to power. Complete with self-study workpack enabling students to turn their findings into a rigorous essay. There is also a class leaderboard where teachers can monitor student performance in the factual test questions. You might also try…
JFK and the Diem Coup: To what extent was Kennedy responsible?
JFK and the Diem Coup: To what extent was Kennedy responsible? In this activity students consider a range of primary source documents to determine how far Kennedy was responsible for coup against President Diem. Share this:
Roleplay Exercise – Kennedy and the Berlin Crisis of 1961
Roleplay Exercise – Kennedy and the Berlin Crisis of 1961 | Multimedia teacher-led presentation | Briefing Sheets In this exercise students will take the role of an advisor to President Kennedy. By discussing different courses of action and then comparing them to what Kennedy did, they will form a balanced judgement on his handling of…
Kennedy and Latin America: The Alliance for Progress
Kennedy and Latin America: The Alliance for Progress This worksheet and activity covers Kennedy’s “Alliance for Progress”, which was in essence a Marshall Plan for Latin America. As its name suggests, it proposed a partnership between the USA and Latin American countries keen to engage in political and socio-economic reforms. Signed in Uruguay’s Punta Del…
The 1960 Election Campaign: The TV Debates and the Inaugural Address
The 1960 Election Campaign: The TV Debates and the Inaugural Address The TV Debates: In election year 1960, Senator John F. Kennedy and Vice President Richard Nixon took part in the first televised presidential debate, hosted by legendary newsman Walter Cronkite. This was the beginning of modern media-driven politics: JFK came across as suave, confident…
JFK: Introduction and Overview
JFK: Introduction and Overview Students are provided with a teacher-led lecture based around the following image and make notes in this worksheet. Part of the new study unit on The Foreign Policy of President Kennedy Share this:
SOLO Hexagons: The Rise of Hitler
SOLO Hexagons: The Rise of Hitler 40+ factors are provided to students to organise into meaningful and connected categories as part of the essay-planning process. Full details of the hexagons approach can be found at Tarr’s Toolbox. Share this:
Model Essay: To what extent were conflicting views about Germany the main cause of the Cold War up to 1949?
Model Essay: To what extent were conflicting views about Germany the main cause of the Cold War up to 1949? (Teacher password required) A model essay written by RJ Tarr (author of www.activehistory.co.uk). Part of the comprehensive Origins of the Cold War Unit. Share this:
Cold War Historiography – comparisons and contrasts worksheet
Cold War Historiography “How would each school of historians assess the respective role of military, economic and political factors in causing the Cold War? How would you complete the final columns?” Part of the comprehensive Origins of the Cold War Unit. Share this:
A revision summary grid of historiographical terms
A revision summary grid of historiographical terms Observations: Leopold von Ranke’s Historicism movement in the late 19th Century laid the framework for modern historiography. From the scientific methods of source analysis it promoted, historians quickly moved from describing “what” happened and towards a consideration of “why”. In the late 20th Century, however, the postmodernists argued…
Origins of the Cold War: Essay Writing Advice
Essay Writing Phase “Read through the following essay titles. Identify (e.g. by highlighting / dragging-dropping) common themes. These questions will be shared between the class. Produce an essay plan in 10 minutes for your allocated essay. Then feed back to the class with your thoughts and findings. In a lesson next week, one question from…
Schools of History – Historiography and TOK in History
Session 3: Histories [Student worksheet | Teacher notes] 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…
Historians and Theory of Knowledge in History
Session 2: Historians [Student worksheet | Teacher notes] 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…
How successfully did Elizabeth deal with the problems of her reign?
Part of the new materials to support a study of Elizabethan England, for example: Early Elizabethan England, 1558-88 (Edexcel) Elizabethan England, c1568-1603 (AQA) How successfully did Elizabeth deal with the problems of her reign? In this exercise, students will reach a final judgement about Elizabeth I by writing an essay. In this way, they will:…
To what extent was Elizabeth I to blame for Spain’s decision to invade England in 1588? Essay Instructions and Markscheme
Part of the new materials to support a study of Elizabethan England, for example: Early Elizabethan England, 1558-88 (Edexcel) Elizabethan England, c1568-1603 (AQA) Why did the Spanish decide to invade England in 1588? > Conclusion: To what extent was Elizabeth I to blame for Spain’s decision to invade England in 1588? – Essay Instructions and…
Elizabeth’s refusal to marry, conclusions and sourcework
Part of the new materials to support a study of Elizabethan England, for example: Early Elizabethan England, 1558-88 (Edexcel) Elizabethan England, c1568-1603 (AQA) Why did the Spanish decide to invade England in 1588? > Elizabeth’s refusal to marry Conclusion: Elizabeth’s Refusal to Marry Students are provided with a list of factors explaining Elizabeth’s decision not…
Elizabethan England: Why did Elizabeth refuse to marry?
Part of the new materials to support a study of Elizabethan England, for example: Early Elizabethan England, 1558-88 (Edexcel) Elizabethan England, c1568-1603 (AQA) Why did the Spanish decide to invade England in 1588? > Factor 1. Elizabeth’s Refusal to Marry | Teacher Presentation | Teacher Notes Share this:
Model Essay: In what ways, and with what results, did the Cold War influence relations between Latin America with the United States in the period 1945 to 1957?
Model Essay by Russel Tarr: In what ways, and with what results, did the Cold War influence relations between Latin America with the United States in the period 1945 to 1957? (note: teacher password required) An essay written in timed conditions and then shared with my own students. Share this:
75 question Fling the Teacher Quiz on Why did Events in the Gulf Matter?
This “Fling The Teacher” Revision Quiz (75 questions) on “Why did events in the Gulf Matter?” is part of the complete scheme of work “Why did Events in the Gulf Matter, 1970-2003?”, designed for IGCSE History. Share this:
American Foreign Policy in Latin America, 1945-60: Conclusions
American Foreign Policy in Latin America, 1945-60: Conclusions Students draw some overall conclusions about the how ‘new’ and how ‘successful’ Eisenhower’s policies in Latin America were. They should then be set a timed essay in examination conditions on one of the following themes: Discuss the consequences for the region of Eisenhower’s national security policy. Examine…
The Gulf War Fling the Teacher Quiz
This Fling the Teacher Quiz: The Gulf War is part of the complete scheme of work “Why did Events in the Gulf Matter, 1970-2003?”, designed for IGCSE History. Share this:
Eisenhower’s Policy in Latin America: Do YOU like Ike?! (decision-making exercise)
Eisenhower’s Policy in Latin America: Do YOU like Ike?! (decision-making exercise) “In this exercise you will form your own judgement about how well Eisenhower handled relations with Latin America. Your teacher will guide you through each issue using an online multimedia presentation based at ActiveHistory. After your teacher tells you about the first issue (and you have…
Rule of Saddam Hussein Fling the Teacher Quiz
This Fling the Teacher Quiz: The Rule of Saddam Hussein is part of the complete scheme of work “Why did Events in the Gulf Matter, 1970-2003?“, designed for IGCSE History. There is also a 75-question Fling the Teacher Quiz on Events in the Gulf. If you like this resource you might also enjoy the “Which 20th…
Truman’s Policy in Latin America
Truman’s Policy in Latin America Using the information provided, and a range of recommended weblinks for extra research, students answer the following questions: 1. What were the main features of Truman’s policy towards in Latin America? 2. To what extent was Truman’s policy in Latin America the same as his policy elsewhere in the world?…
The Iran-Iraq War Fling the Teacher Quiz
This Fling the Teacher Quiz: The Iran-Iraq War is part of the complete scheme of work “Why did Events in the Gulf Matter, 1970-2003?”, designed for IGCSE History. Share this:
Eisenhower and the “New Look”: Video Worksheet
Eisenhower and the “New Look”: Video Worksheet “Complete this worksheet as you watch the 48-minute online video. Decide whether you wish to adjust your positionining of the key policies we have so far considered, or add further ones (e.g. about the meetings with Khrushchev)”. Share this:
Theory of Knowledge in History: The Challenge of Source Material
Session 1: Sources [student worksheet | teacher notes] Introduction: Why and How is History Produced? “History” is not “What happened in the past” or even “The surviving evidence of what happened in the past”. It means “What historians choose to interpret from the surviving evidence of the past” To reduce this to a formula, we might say:…
The Iranian Revolution Fling the Teacher Quiz
This Fling the Teacher Quiz: The Iranian Revolution is part of the complete scheme of work “Why did Events in the Gulf Matter, 1970-2003?”, designed for IGCSE History. Share this:
The Suez Crisis and the Middle East from Eisenhower’s Perspective – Conclusions
The Suez Crisis and the Middle East from Eisenhower’s Perspective – Conclusions NOTE: Comprehensive resources and activities relating to the Suez Crisis are provided in a dedicated section of ActiveHistory here. This document should merely be used to conclude this topic of study. Share this:
The Rise of Saddam Hussein Fling the Teacher Quiz
This Fling the Teacher Quiz: The Rise of Saddam Hussein is part of the complete scheme of work “Why did Events in the Gulf Matter, 1970-2003?”, designed for IGCSE History. Share this:
To what extent do you agree that Eisenhower’s foreign policy was neither new nor successful?
Investigation: To what extent do you agree that Eisenhower’s foreign policy was neither new nor successful? Contained in this document are seven key policy areas. Your teacher will divide the class into two teams. a. Working alone, read through the first policy area carefully then decide how ‘new’ and ‘successful’ it was. Explain your answer…
Source work skills revision
A new page on the website collating some useful resources designed to improve and revise source work skills for GCSE / IGCSE history. Share this:
Introduction to Eisenhower and the “New Look” National Security Policy
Introduction to Eisenhower and the “New Look” National Security Policy “Using the information provided here, and your existing knowledge of Truman’s foreign policy, to answer this question: In what ways did Eisenhower’s ‘New Look’ differ from the foreign policy of President Truman?” Share this:
Why did Events in the Gulf Matter? Revising the Five Big Questions
Part of the complete scheme of work on “Why did Events in the Gulf Matter?“ “Revising the Five Big Questions” “The class will be divided into four team (1, 2, 4, 5). For each of the following key questions, work individually, to complete one of the incomplete rows of this table. The row on Saddam’s…
What were the consequences of the First Gulf War?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” What were the consequences of the First Gulf War? Students use the information provided to provide an infographic about the impact of the First Gulf War, then complete two sourcework questions (“To what extent does Source A prove that the…
Why, and with what results, was an international coalition formed against Saddam Hussein?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” Why, and with what results, was an international coalition formed against Saddam Hussein? Students conduct further research on Operation Desert Shield and Operation Saber, then complete a sourcework question (“How useful is this cartoon to the historian studying the reasons…
IB History Internal Assessment 2017 – Marksheet and Guidance
I have updated the materials I have designed to support the IB History Internal Assessment based on the new specifications of the 2017 syllabus. In particular I have designed a new mark sheet and rubric to guide students through the process. Exemplar studies will follow in due course after the first cycle of examinations next…
Why did the First Gulf War take place?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” Why did the First Gulf War take place? Focus Point 1: Why did Saddam invade Kuwait? “Listed below are various factors relating to the decision to go to war. Use these to produce TWO brief speeches in role as Saddam:…
To what extent do you agree that there was no victor in the Iran-Iraq war of 1980-88?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” To what extent do you agree that there was no victor in the Iran-Iraq war of 1980-88? At the end of the war, both the Ayatollah and Saddam claimed victory and historians have continued to debate the reality of the…
Why did the Iran-Iraq War last for so long?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” Why did the Iran-Iraq War last for so long? Before reading the additional information in the worksheet, students should have made notes from the two short video clips [clip 1 | clip 2], focusing on the question “Why did the Iran-Iraq War…
Sourcework Practice: Causes of the Iran-Iraq War
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” Sourcework Practice: Causes of the Iran-Iraq War 1. According to Source A, why did Saddam Hussein decide to invade Iran in September 1980? TIP: as with any ‘why’ question, provide several reasons, substantiated with quotes from the sources. 2. How reliable is Source B…
What were the causes and consequences of the Iran-Iraq War, 1980-88?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” What were the causes and consequences of the Iran-Iraq War, 1980-88? Task: A biased government speech explaining the causes of the war On the 22nd September 1980, the longest conventional war of the 20th Century began when Iraq launched an…
Halabja: What really happened, and who was responsible? – Sourcework Exercise
Halabja: What really happened, and who was responsible? – Sourcework Exercise The class will be divided into two teams. Each team needs to provide answers to each of the following questions, using the most appropriate source(s) from the list provided to help them. TIP: If the discussion takes the form of a classroom debate, be…
What are the most frequent methods and conditions that lead to the rise of dictators?
Part of the IGCSE Paper 2 Study Topic: “Why did Events in the Gulf Matter?” Compare and Contrast the Rise of Three Dictators At this point students are given the opportunity to compare and constrast the rise of Saddam, Khomeini and one other dictators (e.g. Hitler) that they have studied. Working individually, then in jigsaw…
In what ways were Saddam’s attacks on the Kurds and the Shia similar, and in what ways were they different?
In what ways were Saddam’s attacks on the Kurds and the Shia similar, and in what ways were they different? “After working through this material, make additional notes on the Anfal campaign by watching (a) The video clip (7 minutes); (b) The podcast epsiode from BBC ‘Witness’ (9 minutes) which can be located on the…
Model Essay: How did the early years of the Cold War (1946 to 1956) affect the political and social life of the United States?
Model Essay: How did the early years of the Cold War (1946 to 1956) affect the political and social life of the United States? [teacher password required] Here’s a model essay I wrote on the key question in timed conditions, and which students could be given after completing their own. Share this:
Saddamarama: Propaganda Images from Saddam’s Iraq
Saddamarama: Propaganda Images from Saddam’s Iraq “You will be divided into teams. One person from each team will come to the front and collect a propaganda image. Without showing it to the rest of the team, this person should describe what they see, who it appears aimed at, and what it is trying to say…
Keyword Checker – How did the early years of the Cold War (1946 to 1956) affect the political and social life of the United States?
Keyword Checker – How did the early years of the Cold War (1946 to 1956) affect the political and social life of the United States? When students have completed their essays on this question, they should put them into this key word checker to determine how many key terms they have successfully incorporated. Share this:
Saddam’s Rule of Iraq. Overview: Terror, Achievements, Propaganda
Overview: Terror, Achievements, Propaganda “Using your findings from this resource, produce a written response to the following question: ‘Was Saddam’s rule of Iraq was based on fear, propaganda or genuine achievements?’ Explain your answer by connecting all three factors.” Share this:
McCarthyism and the Second Red Scare: Design a school exhibition!
Design a school exhibition! The Impact of McCarthyism in the USA in the 1950s is such a rich topic of study that it is difficult to know what to focus on, so I let each student choose their own area of interest (music, film, politics, science….) and then gave them their own exhibition space to…
McCarthyism and the Second Red Scare: Individual Research Phase
Individual Research Phase This pack provides detailed information and suggested areas for research. Students choose a range of themes from those suggested and conduct their own research to help them prepare their essays. Share this:
McCarthyism and the Second Red Scare: Teacher-Led Online Presentation
Teacher-Led Online Presentation A 12-slide presentation providing an essential overview and images to analyse and discuss. Share this:
McCarthyism and the Second Red Scare: Video Documentary and Worksheet
Pre-class preparation: Video Documentary and Worksheet Prior to the first lesson on this topic, students should complete this worksheet which provides them with a thorough overview of the main events, themes and personalities. Share this:
Stalin’s Salami Tactics: How and why did Stalin take control of the countries of Eastern Europe?
Stalin’s Salami Tactics: How and why did Stalin take control of the countries of Eastern Europe? By 1948, the Soviet Union had established communist regimes in all of the territories that they had “liberated” during World War Two. The Hungarian Communist Rakosi described this process as “Salami Tactics” because Stalin sliced away opposition bit by…
Churchill’s Iron Curtain Speech: Did it create, accelerate or merely acknowledge the onset of the Cold War?
Churchill’s Iron Curtain Speech: Did it create, accelerate or merely acknowledge the onset of the Cold War? In March 1946, Churchill gave a famous speech before President Truman at Fulton, Missouri. By this time there were communist governments in Poland, Albania, Bulgaria, Hungary and Romania. He used the phrase “Iron Curtain” to describe the European…
The Potsdam Conference: When and why did the US policy move from one of co-operation to confrontation?
The Potsdam Conference: When and why did the US policy move from one of co-operation to confrontation? Through a focus on primary source analysis, students investigate how far Truman’s bellicosity towards the Soviet Union was apparent from the outset, or was merely a position he adopted once he was in possession of the atomic bomb….
The Yalta Conference – activity and follow-up
The Yalta Conference: Interactive Computer Simulation! [Interactive] An artificial intelligence simulation, complete with a worksheet: students choose whether to play as Churchill, Roosevelt or Stalin, and then pit their wits against their opponents to achieve their objectives. This computer lesson runs itself and is a great way of learning about the personalities, issues and results…
Individual Research Task: Churchill, Stalin and Roosevelt
Individual Research Task: Churchill, Stalin and Roosevelt The class is divided into three teams, each representing the press officer for one of the Big Three. a. Using your own knowledge and other research, provide THREE key points suggesting your man will work well with the others. Write these into the left hand column. b. Then…
Essay Planning Exercise: Analyse the roots of the Cold War before 1945 | Completed model essay
Essay Planning Exercise: Analyse the roots of the Cold War before 1945 | Completed model essay To ensure that students are sufficiently prepared for any Cold War question that comes up, we spend time writing up a carefully considered answer to the key question. Students will write this answer as a timed essay in the…
“Living Graph” Exercise: Steps to the Cold War before 1945: Relations between East and West
“Living Graph” Exercise: Steps to the Cold War before 1945: Relations between East and West From your completed studies, choose FIVE pre-war events, and FIVE wartime events, to complete this ‘living graph’. A suggestion about the Russian Revolution has been added to give students an idea about how to approach this. Part of the new…
The Grand Alliance, 1941-44
The Grand Alliance, 1941-44 | Teacher Notes Students conduct independent research on eight key wartime events, focusing specifically on how each one raised tensions, and between whom. There are links to appropriate video clips which can be used by the students as part of their research, or watched together as a class. Part of the…
IGCSE Sourcework Sample Paper *and generic mark scheme*, Why was there a revolution in Iran in 1979?
Why was there a revolution in Iran in 1979? NOW UPDATED WITH A GENERIC MARK SCHEME AT THE REQUEST OF SUBSCRIBERS! This question will be investigated through a Hexagons exercise. Students will be presented with a large amount of hexagons, with each one providing one key piece of information. Students will have to arrange these into…
Why had the Shah become so unpopular by 1979? – Hexagons exercise (IGCSE Paper 2 source work)
Why had the Shah become so unpopular by 1979? – Hexagons exercise Students are presented with 30 key facts helping them to answer the question, in the form of hexagons. They then analyse, categorise, link and prioritise these using the format described in this post: “Using Hexagon Learning for categorisation, linkage and prioritisation” at the ClassTools…
Causes of the Iranian Revolution, 1979 – Introductory Slideshow for IGCSE
Introductory Slideshow In this teacher-led presentation (during which students should take notes), the class is presented with some of the key questions, images and personalities relating to the 1979 Revolution. In particular, the presentation encourages students to see Iran in its long-term context and to consider how today it appears to again be going through…
Cold War – Historical Context, 1917-39
Historical Context, 1917-39 Students are presented with a detailed, interactive timeline of events and two key questions for consideration: 1: Was the Nazi-Soviet Pact proof that the West were right to distrust Stalin all along, or was it the direct and unfortunate result of that distrust? 2: Based on Question 1, who was therefore more…
Video Worksheet for Episode 1 of the CNN “Cold War” Series (covering the period 1917-44)
Video Worksheet for Episode 1 of the CNN “Cold War” Series (covering the period 1917-44). Students use this worksheet whilst watching the first 30 minutes of the Episode 1 of the CNN “Cold War” series (available on DVD) prior to a factual test. They are encouraged to consider such questions as “Who was responsible?” and…
Long-term roots of the Cold War before 1945 – Study Guide with past examination questions / syllabus details
Study Guide with past examination questions / syllabus details The first half of the 20th century was dominated by the “European Civil War” of 1914-45, which left the continent broken and exhausted. The second half of the century was characterised by the “Cold War” between the two superpowers who emerged from the wreckage: the USSR…
Using ‘The Apprentice’ TV Show Format in the Classroom
I have produced a comprehensive set of instructions and resources which enables teachers to adapt the format of the TV show “The Apprentice” to foster group work, research skills and presentational abilities. In the illustrative example I share, students research and prioritise the methods used by the 19th Century Abolition Movement to outlaw the slave trade. Students are…
