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GCSE History of Weimar Republic. Unit 1. The Kapp Putsch and political violence 1919-23

GCSE History of Weimar Republic. Unit 1. The Kapp Putsch and political violence 1919-23

This is a presentation for Unit 1 of Edexcel GCSE History The Weimar Republic. The main aim of this resource is to make the content of the course more visual, by adding pictures, photos, diagrams, maps, and video links, hence more accessible to all ability pupils. This resource can be used as a teaching resource, revision for students, or in Flipped Classroom style a pre teaching resource for students. The lesson is presenting the causes and effects of the Kapp Putsch in 1919 as well as sums up the political violence in following years (1919-23).
Lukaszlucky
GCSE History Weimar Republic. Unit 1. The Spartacist Revolt 1919

GCSE History Weimar Republic. Unit 1. The Spartacist Revolt 1919

This is a presentation for Unit 1 of Edexcel GCSE History The Weimar Republic. The main aim of this resource is to make the content of the course more visual, by adding pictures, photos, diagrams, maps, and video links, hence more accessible to all ability pupils. This resource can be used as a teaching resource, revision for students, or in Flipped Classroom style a pre teaching resource for students. This lesson presenting the political scene of the Weimar Republic in 1918/19, the causes and effects of the Spartacist Revolt of 1919 and creation of the Freikorps.
Lukaszlucky
The Outbreak of World War One - Who was to Blame? (Academic Interpretations)

The Outbreak of World War One - Who was to Blame? (Academic Interpretations)

Once determining what an interpretation is, students are then required to consider a number of different academic interpretations about who was responsible for the outbreak of World War One. This lesson is of great relevance for higher ability KS4 students and particularly KS5 students, and works brilliantly as a skill building lesson.
MrTHistory
GCSE history assessment

GCSE history assessment

This resource was made to help my GCSE history KS4 classes, It includes an exam style question and a plan with help tips to answer the question.
Teach127
Klu Klux Klan & African American civil rights

Klu Klux Klan & African American civil rights

Why did people want to join the Klu Klux Klan?. This resource includes 1x PowerPoint and 1 x Handout This lesson is about 60 minutes long and includes attached activities, challenging and thoughtful questions, embedded URL links where appropriate and tasks/information for students to use to learn about the Klu Kluz Klan and their role in shaping the struggle for Civil Rights in America The resource PowerPoints includes a starter activity a variety of tasks and then a suggested homework. Level: KS3/KS4 History Time 1Hours+ Learning Objectives To be able to explain why some white Americans joined the Ku Klux Klan (level5/6) To analyse why the organisation started to grow in the 1950-60s (level 7/8)
fantastic17
Significance and Montgomery Bus Boycott

Significance and Montgomery Bus Boycott

Significance and Montgomery Bus Boycott. This resource includes 1x PowerPoint This lesson is about 60 minutes long and includes attached activities, challenging and thoughtful questions, embedded URL links where appropriate and tasks/information for students to use to learn about How significant was the Montgomery Bus Boycott in helping black Americans to get Civil Rights? The resource PowerPoints includes a starter activity a variety of tasks and then a plenary. Level: KS3/KS4 History Time 1Hours+ Learning Objectives To explore criteria for making judgements about historical events (5/6) To begin to judge and explain the significance of the Montgomery Bus Boycott (7) To analyse a range of judgements on historical significance (8)
fantastic17
Sharpeville Massacre 1960 and the Growth of MK - South Africa

Sharpeville Massacre 1960 and the Growth of MK - South Africa

This is a lesson that focuses on the Sharpeville Massacre of 1960 and how anti-apartheid resistance had changed from peaceful to violent. It also looks at the role of MK and Poqo and poses questions and activities around the concept of violent struggle. Has a provenance source worksheet and videos attached.
joeciaran
Vietnamisation (Edexcel GCSE 1-9)

Vietnamisation (Edexcel GCSE 1-9)

Tthis lesson is focused upon the changed implimented under Nixon, namely, The Nixon Doctrine & Vietnamisation. No textbook is required I have included all resources / WAGOLS / differentiated sheets / video clips etc .. Lesson begins with a recap of Johnson leaving office and Nixon's approached to the War. students study each approach to then complete a starter sheet and reflect upon the impact each one may have on the War (Positive & Negative). students are then introduced to the Nixon Doctrine where they will watch a video clip (embedded) also more video links provided in the description - students are then enabled to to explain how this may affect the war and public opinions of the war. Students are introduced to Vietnamisation though various sources and a definition (clip included to watch from YouTube). students then engage in a discussion based activity to argue how different people may interpret the process of Vietnamisation (North Vietnamese General - US General - South Vietnamese Politician - Us citizen). The rest of the lesson is based around exam practice and technique i have included sources/ interpretations / structure support / differentiated source / interpretation evaluation sheets for less able & WAGOLS for ALL of the following questions: 1. How useful are sources A and B for an enquiry into.. 2. What is the main difference between the views of interpretation 1 and 2. 3. Suggest one reason why interpretations 1 and 2 give different views about the extent to which Vietnamisation was a success. WAGOLS are evaluated to show student how and where marks have been gained. further advice can be found in the description of the presentation / easily enough for more than one or two lessons.
morlem
Nazi Germany & the Rise of a Dictatorship: Lesson 15 Who suffered the most under the Nazis, 1933-39?

Nazi Germany & the Rise of a Dictatorship: Lesson 15 Who suffered the most under the Nazis, 1933-39?

Students learn about Nazi policies towards minority groups and how these were influenced by eugenics. The main activity requires students to position Nazi policies on a graph frame, with the positioning based on their opinion re the severity of the persecution. The graph is then used to complete a series of tasks. Clear step by step instructions, differentiated activities and worksheets. This is the last lesson in the unit of work.
planmylesson