This lesson includes two powerpoints, a student note sheet to follow the powerpoint lesson with activities included as the teacher goes through the powerpoint. Assessment is included for students to create their own propaganda poster using techniques learned through lesson .
The lesson analyses the ways in which propaganda was used in World War One, by a variety of different nations, to influence its people in different ways. The main powerpoint goes through what propaganda is, how it works and the different techniques used to convince the audience.
The student handout follows along with the powerpoint. Having the students come up with their own definition of “propaganda” at the start of the lesson. The handout follows the powerpoint through key information in the powerpoint and pauses for students to complete activities . This document includes an activity where the students watch a video on what propaganda is and answer questions associated with it. Activity two has students analyse a variety of different sources to answer questions on propaganda based on their learning.
The second powerpoint has 21 different primary source propaganda pieces for the students to choose from to analyse.
The final document provided is a formative assessment where students are asked to used the information they have gained to create their own propaganda posters.
This powerpoint was developed for the IB curriculum and includes a variety of information and activities to support student learning on the topic. The powerpoint is filled with activities to help students engage with and build their understanding of the SCW causes. It also develops their skills to help them write essays for the IB.
The powerpoint includes:
A link to the online version of the presentation in order for you to adapt and change to suit your own class.
Activity Face-Front/Face-Back - An activity where students work together to review all of the key events and people relevent to the topic.
IB Essay writing practice question
Historiography Review and Assignment
This unit was created for the IB curriculum and as such is incredibly detailed. The main powerpoint presentation provided includes more than 80 slides to be used by teachers to lead students in their understanding of the origins of the Great War. Beyond the powerpoint, there are a variety of games, activities, a simulation, research assignments and group work included to help enhance student learning. A secondary Powerpoint focuses on historiography on the origins of WWI including accounts of leading historians on the topic such as Stoessinger, Barnes and Fischer.
This resources includes with it:
A Powerpoint focusing on causes of WWI (teacher support)
- Bosnian Crisis, 1908, Moroccan Crisis 1905, 1911
- Historiography of internal causes of WWI
- July Crisis
- Blame/Responsibility for WWI by nation (including detailed historiography)
Why study WWI activity
An alliances Simulation
An imperialism Game
A research project Short Term Causes of WWI (First and Second Moroccan Crisis, The Bosnian Crisis, The Balkan Wars)
A Jigsaw on the July Crisis and reading (Group Work)
A Powerpoint covering different historiography of the causes of WWI (teacher support)
A chart for students to outline the strengths and weaknesses of each perspective (student assignment)
Who’s to Blame Debate
This lesson teaches students about the significance of propaganda in the Spanish Civil War, has them analyse as a class different propaganda and ends with their own creation of a propaganda poster. It also includes TOK connections.
In this lesson, a powerpoint is provided in which students will learn about what propaganda is and its key significance to the Spanish Civil War. As a class students will analyse different propaganda posters using a handout that has students address the OPCVL (origin, purpose, content, values and limitations) of each source. Students will also watch a peice of the Simon Schama’s Power of Art to highlight the importance of Picasso’s work during the Spanish Civil War.
Students will work together to analyse Spanish propaganda using a virtual poster gallery. They will be asked to analyse these posters to answer a variety of questions regarding the posters they see. The questions work to build their understanding of (1) Values and Limitations of sources (2) Bias in Propaganda (3) symbols, messages and slogans used to encourage support. Once students have a clear understanding of how propaganda was used in the Spanish Civil War, students will create their own propaganda poster.
This lesson includes a comprehensive outline of the rise of Mussolini. It includes activities, a comprehensive powerpoint, videos and readings.
Links to videos, activities and readings are all found in the Powerpoint in speakers notes with associated slides.
This powerpoint presentation was created for the IB standards and includes the following topics:
What was the condition of Italy before 1918?
Italian Politics and the Impact of trasformismo
Political Disunity Intensified by Papacy
Regional and Class Divisions
What were the main problems affecting Italy in the years 1918-22?
What political factors aided the rise of Mussolini’s Fascist Party, 1019-20?
What is Fascism?
How did Mussolini become prime minister in 1922?
Mussolini becomes prime minister
Chart Paper Activity
Key Term Review
Source Analysis: Why did Mussolini Rise?
Worksheet: Compare/Contrast – Mussolini/Franco – Methods/Conditions
Group work: Group Jigsaw Reading/Presentation
Condition vs Method - Rise to Power (throughout the Powerpoint)
Video: Electroal Process
Video: Mussolini Rise to Power
This lesson was created for the IB curriculum and focuses on key events and individuals and their role in causing the outbreak of civil war. Students are provided with a reading and a worksheet that has them evaluate and rank key issues in the years leading up to the civil war. Beyond this, students have to determine the ways in which each individuals actions either push Spain closer to war or further from is.
This is an excellent activity to prepare students for IB essay writing skills.
I use this essay outline for students in grade 10 for IB prep. It is very basic, but helps students to start to understand how to effectively write a “Two what extent” essay.
Included as well is a Standards Based Grading rubric. I created the rubric when working in an SBG school Feel free to use or discard as suits.
This timeline can be used for any students studying Northern Ireland political developments from 1960-65. I have used it when teaching the Leaving Cert in Ireland as well as when teaching the IB curriculum.
The timeline is to be used in after the Terence O’Neill years have been taught to students. Students will use the timeline in order to solidify their learning and understanding by taking key events and individuals during the time and not only determining if these events/people promoted Catholic or Protestant interests but also providing an explanation and evidence to support their arguments. Key figures and events are listed for students as well as a complete explanation of what is expected of them for this assignment.
Students typically benefit from this exercize as they are able to visually understand the events taking place overtime and how these are leading to the coming civil rights movement. Students also benefit from this activity as they are forced to use their analytical skills to determine where to place the event/person as well as how to support their reasoning with evidence.
This resource includes a comprehensive look at both the causes and impacts of imperialism and it will ask students to determine whether we should be proud or ashamed of the British Empire. The Unit is a comprehensive look at all aspects of imperialism and is packed with various engaging and diverse activities for students to do in order to understand the topic. Some of the activities include student presentations, jigsaws, pair-shares, videos, source analysis etc. The unit links to current events as students look to modern imperialism in Africa by China. International corporations patenting of natural products is also addressed and analyzed as being an imperialistic venture.
Students are challenged throughout all of the topics to work analytically, to practice making arguments using evidence from sources and proving their positions. The material includes scaffolded work, in order to support the learning of all students in the classroom. For example, step by step essay structure is included for the essay writing activity. Teachers can provide this to all students or students they feel may need extra help. This unit was developed as an IB prep course but can easily be adjusted to suit the needs of any curriculum.
This assignment was used for a Psychology course, but it would be well suited to any well being or social studies course where students are studying mental health. The aim of the assignment is to build a variety of reading, writing and research skills while also bringing awareness and breaking myths regarding mental health.
Students will choose a fictional book from a list that is provided. All books on the list deal with some sort of mental health concern. Through this assignment they will be asked to read a specific book, identify examples/characteristics of the disorder identified in their book, completing research to further their understanding and to compare facts to compare to their novel, and finally they will be asked to write an essay.
Students who have done this assignment in the past have been engaged and interested as they have some ownership of what they will study and complete their work on.
Included is a detailed list of steps students will work on, a book list of possible reading choices, an organizer for students to identify and address findings in their novel, a detailed rubric for easy essay marking.
In practice this assignment lasted me over a month as students were given 15 minutes reading time at the start of each class, which was followed by teacher instruction on various mental health disorders. However, the assignment provided is quite detailed and can be adapted and changed to fit a variety of different settings.
This assignment is an ongoing assignment where students developed strong skills in
Reading and writing
Research and investigation
Mental health awareness, compassion
This powerpoint is used to help students learn how to break down the essential parts of a possible paper 3 exam question. This can be used when the Paper 3 is first introduced to students or as revision in exam prep.
The question that is used is:
TO WHAT EXTENT IS IT TRUE TO SAY THAT BY 1923, THE WEAKNESSES OF THE WEIMAR REPUBLIC VASTLY OUTWEIGHED ITS STRENGTHS?
IB Comprehensive/Summative Assignment - Spanish Civil War
The assignment includes clear instructions for students, standards students are assessed on and an IB marking rubric. Students will effectively research information in order to explain the effects of the Spanish Civil War as relevant to the IB standards. Students will be given the opportunity to choose from a variety of different formats to present the information.
This summative is excellent as it provides students with an opportunity to show their work in a meaningful way. In the past students have been able to create incredible personal and creative accounts of SCW effects through the choice they are provided with.
Students will support their research by using information they have learned throughout the Spanish Civil War including readings, powerpoints and assigntments as well as conduct research in order to create a comprehensive account of the event.
This unit is the perfect introductory unit to help develop History and English skills. Developed for History, the unit of work is also well suited to supporting the development of critical thinking through the analysis of primary and secondary sources. The unit was created to develop the necessary skills required to engage with history prior to diving into historical content. The unit teach students to be critical thinkers and to question primary and secondary sources in fun and engaging lessons. Through the use of a variety of innovative actvities and assignments students are taught about the importance of analysing the reliability of sources. This is an excellent resource to use to develop skills prior to teaching students content.
Included in Unit Plan:
Detailed Unit Plan - provides a detailed overview and directions for each of the activities in the unit.
Historiography PowerPoint - Outlines all of the details for students and teacher, additional information, questioning, pair-shares, discussion questions etc included as well.
What is history Assignment
How to analyse a source chart
Tree Octopus Research Assignment
Lunch Room Fight Assignment
Autobiography Assignment, Reflection and Powerpoint
Determining Bias in Primary Sources
Historical Argument Outline - Essay outline includes prompts for students and breaks down each section into manageable chunks when introducing students to the topic.
How to Write a History Essay
How to Write a History Essay - Nazy Spy Ring Analysis
Primary Source Analysis Handout /Worksheet
Summative Timeline Research Project - Includes detailed explanation, assignment and exemplars for students
Essay Outline Checklist
IB History Skills - OPCVL
American and Canadian curriculum - content: Revolutions and Themes; skills: analysis, research, discussion.
GSCE/Ireland - content: Revolutions and Themes; skills: analysis, research, discussion.
This resource is excellent for secondary students learning both analysis skills as well as themes to revolutionary movements. Through the lesson students are asked to complete a variety of tasks as a class, in small groups, pairs and individually. The lesson is scaffolded in order for students to learn the analysis techniques as a whole and then work to utilize these skills individually.
Students will be introduced to new vocabulary, review a TedTalks on Revolutions and a newspaper article that has them identify themes and causes of revolutions. Students will work individually as well as in small groups to address the themes. After the themes have been addressed as a class, students will work in small groups to research and analyze past revolutions in an effort to trace common themes. Findings will be presented to the class and debated/discussed.
Students will also look at past revolutions through the lens of political cartoons. In these activities students will be introduced to common elements used to create political cartoons (symbolism, exaggeration, irony etc.) They will work through a variety of interactive activities in which they will learn to analyze political cartoons and their messages.
The final assignment has students create their own political cartoon using the tools they have learned in the lesson.
Students will write a two paragraph response in which they compare and contrast two sources provided in order to analyse the different perspectives regarding the causes of imperialism. Students build on historical skills by analysing and breaking down messages of sources.
Students are provided with detailed instructions, an organizer and sentence starters to help them learn to effectively compare and contrast using sources.