The course ‘Liberalism and Nationalism in Germany, 1815-1871’ was projected to be a helpful resource in teaching my high-school students. Subject content for Paper 1, Document Question, Section A - European Option. In the 42 slides of the presentation, with cartoons, pictures and maps, I provided explanations for the following key-questions: What were the causes of the Revolutions in 1848–49? What were the consequences of the 1848–49 Revolutions? What were Bismarck’s intentions for Prussia and Germany from 1862 to 1866? How and why was the unification of Germany achieved by 1871? I hope it will be useful for you! Vlad

The course ‘National Unification in Italy 1849-1870’ was projected to be a helpful resource in teaching my high-school students. The structure of the lesson is as follows: A chronological axis with the main events from The Revolution of 1848-1849 to the Annexation of Rome; The chapter ‘A divided country’ - map explanations about the Italian states; The chapter ‘A providential figure: Camillo Benso, Count of Cavour’ (Youth and Early Career, Premier of Piedmont, Foreign Policy); The chapter ‘The War Against Austria’; The chapter ‘Piedmont’s Annexation in the Northen Italy’; The chapter ‘Revolution in Southern Italy’; The chapter ‘Proclamation of the Kingdom of Italy’; The chapter ‘Annexation of Venice and Rome’. I hope it will be useful for you! Vlad

Age of Exploration, Age of Sail is a lesson designed to offer explanations about the causes and the effects of the Age of Discoveries. The structure of the lessons is projected to answer to three essential questions: What were the main territories discovered by Europeans at the end of the Middle Ages and the beginning of the Modern Age? What changes have the great geographical discoveries made? How was the civilization of the New World formed? For the mentioned purpose, three chapters were created: I. Introduction Causes of Exploration: Europeans discovers the World: New routes and territories: II. The great discoveries of the Europeans. Consequences on people’s lives Christopher Columbus: Fernando Magellan: Europe dominance in the World: First colonial Empires: Changes in Europe: III. Knowledge, missionary work, exploitation Ancient Civilisations and Cultures: Examples of cultures: Missionary work. Converting conquered populations to Christianity: I hope it will be useful for you! Vlad

In this collection, you will find four materials: Presentation ‘Two types of dictatorship - Communism’ (Theory of Communism, Ideologist, Concept, Case Study - The USSR, Symbols); Paperwork associated with the presentation; Presentation ‘Two types of dictatorship - Fascism’ (Context, A New Leader, The Fascist Regime, The Path to Power, Symbols); Paperwork associated with the presentation.

Different ways to run a country: Learning Objective - to describe the differences between a democracy and a dictatorship. In this lesson you will find short and explicit ideas comparing Democracies and Dictatorships during Interwar period. Structure: Post-war problems, Democracy (Origins, Beliefs, Rights), Dictatorship (Origins, Beliefs, Rights).

The Rise of Islam and the Islamic Culture is an introductory lessons in the Rise of Islam and the Islamic Culture for Middle School. It is useful if you want to familiarize the students with key-concepts and specific words related to the medieval empire of the Arabs and the Islam in generally. Content: Origins, The Rise of Islam, Hegira, The five pillars of Islam, The Caliphate, Centers of the Arabic culture, Technological advances, Intellectual contributions, Discoveries and updates.

“How can we classify historical sources?” is an introductory lesson in History subject. With explanations and clarifications, the presentation classifies the Historical sources easily and clearly. The structure of the lessons is projected to respond to the lesson objective: to identify the types of historical sources. For the mentioned purpose, the chapters are the following: Unwritten historical sources; Written historical sources (on a certain support) - Epigraphy, Numismatics, Linguistic, Literary, Diplomatic, Cartographic. I hope it will be useful for you! Vlad

This resource is a material designed to update and recapitulate knowledge about the Korean War with the students from Year 11. ** Structure of the material**: four parts - starter, development, methods of containment of the communism, consequences; Type of exercises: six conceptual schemes (compare and contrast, chronological axis, similarities and differences); Recommendation for use: after the students have acquired knowledge about the Korean War and can formulate explanations and interpretations of the events; Working time: the activity is designed for 90 minutes. I hope it will be useful to you! Vlad

There are three materials in this: Why did the Great War start? (long-term causes): ‘The war to end all war’, Nationalism, Militarism, Imperialism, Alliances; Why did the Great War start? (short-term causes): ‘Europe 1914 - barrel of gunpowder’, Pretext, The Other Causes; Paperwork.

The Neolithic Revolution and the invention of metallurgy offers explanations about the major transformation processes in Prehistoric Era. The structure of the lessons is projected to achieve two lesson objectives: to identify the transformation processes of the Neolithic society; to identify the transformation processes of the Metal Age society. For the mentioned purpose, two chapters were created: I. Prehistory 1.Palaeolithic 2. Mesolithic 3. Neolithic 4. Neolithic Revolution II. The invention of metallurgy. Technology and consequences Metal Age The “miracle” of metal technology Metallurgy Beliefs I hope it will be useful for you! Vlad

Here you can find: The Lesson presentation (Content: The ‘Big Three’, David Lloyd George - Aims, Woodrow Wilson - Aims, George Clemenceau - Aims, League of Nations, Successes of the League, Failures of the League);

‘The Roman Civilization’ is designed to provide explanations of Roman civilization in ten chapters. The definitions are simple and accessible, and the teaching resource introduces and explains numerous Latin terms. The complex Roman World is pedagogically studied in the following chapters: The Founding of Rome Rome - Expansion and decline The expansion of the Republic and the establishment of the Principality The Dominion The Romanization The Roman Army Everyday life in the Roman world Roman gods and Christianity The city and the public monuments The Colosseum and the gladiators 57 slides abounding in images, maps and explanations. Download it to find more. I hope it will be useful for you! Vlad

“The natural environment and daily life in the Ancient Middle East. Peoples and civilizations” offers explanations about the first human civilizations and how was the life in the Ancient Middle East. The structure of the lessons is projected to achieve two lesson objectives: to identify the living conditions of the peoples of the Ancient Middle East to locate in time and space the peoples of the Ancient Middle East For the mentioned purpose, two chapters were created: I. The natural environment and daily life in the Ancient Middle East: 1.Housing. Village and city 2. Social practices 3. Social categories and their roles 4. Beliefs II. Peoples and civilizations on the map of the Ancient Middle East Here are selected and grouped the most important human groups in the mentioned areal (from Mediterranean Sea to the Pacific Ocean). Also, the “origin” mentioned for every people is not based on ethnic criteria, but on the linguistic criteria. I hope it will be useful for you! Vlad