GCSE/ALEVEL: NAZI GERMANY PROPAGANDA POWERPOINT

GCSE/ALEVEL: NAZI GERMANY PROPAGANDA POWERPOINT

A POWERPOINT PRESENTATION COVERING 50 SLIDES WITH A VARIETY OF QUOTES AND IMAGES LOOKING AT THE USE OF PROPAGANDE IN NAZI GERMANY. FILM, ARCHITECTURE, SPORT AND THE PRESS ARE SOME OF THE ITEMS LOOKED AT. SUITABLE FOR A LEVEL AND GCSE.
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Rhys ap Gruffydd: WJEC A Level. Tudor Rebellion.

Rhys ap Gruffydd: WJEC A Level. Tudor Rebellion.

Some notes to accompany the essential reading around the threat posed by Rhys ap Gruffydd to the Tudor Dynasty. (By essential reading I mean the work by Ralph Griffiths and W Llewelyn on the subject). The notes also include some tasks that I put to my A level students.
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GCSE: WEIMAR REPUBLIC: SUCCESSFUL BETWEEN 1924-1929? CARD SORTING ACTIVITY.

GCSE: WEIMAR REPUBLIC: SUCCESSFUL BETWEEN 1924-1929? CARD SORTING ACTIVITY.

A simple activity to analyse the success of the Weimar Republic 1924-1929. Pupils are encouraged to think thematically and group the cards in to three themes and then split the themes into groups which identify whether the years were a success or not. They can then order the cards within these themed groups into chronological order. Takes about twenty minutes.
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Why did Williams win the Battle of Hastings? A revision guide. Year 7.

Why did Williams win the Battle of Hastings? A revision guide. Year 7.

This would suit Year 7 pupils who are going to be examined on the Battle of Hastings for their summer exams. It contains four clear paragraphs discussing the reasons why William won the Battle of Hastings. Each paragraph starts with a clear direct statement that answers the question. Each of these statements are backed up with examples. Each of the paragraphs end with an explanation which again, refers back to the question. This can also be used to show pupils how to write an essay using the PEE plan (Point, Evidence/Examples, Explanation. Please check out my other resources!
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Causes of Tudor Poverty and Vagrancy. Card Sorting Exercise. KS3.KS4.KS5.

Causes of Tudor Poverty and Vagrancy. Card Sorting Exercise. KS3.KS4.KS5.

This simple card sorting exercise helps pupils work out the causes of Tudor poverty and vagrancy. They have to group the cards together coming up with their own themes. Pupils could them be encouraged to place the themes they have come up with under categories such as 'political causes', 'religious causes' , 'economic causes' etc. Comes with a simple glossary. Suitable for Year 8 pupils as an exercise or even as revision. Could also be used with older students (Causes of Tudor Crime for GCSE or Causes of Tudor Poverty and Vagrancy for A Level) . Can be done in pairs or individually.
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Spanish Armada: Source interpretation. KS3. Year 8 History.

Spanish Armada: Source interpretation. KS3. Year 8 History.

Look at the following two sources. How do the sources disagree with each other about how the Armada failed? Explain how they might have come to their decision. (5) An excellent opportunity to develop source interpretation techniques for Year 8 pupils studying the Spanish Armada. Prepares them for GCSE and PISA style questions.
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The contribution of politics to the development of a Welsh National Consciousness

The contribution of politics to the development of a Welsh National Consciousness

A SET OF NOTES USEFUL FOR A LEVEL HISTORY WNC 1868 ONWARDS - Did the Conservatives contribute towards the promotion of a Welsh National Consciousness? - Did the Liberals contribute towards developing a Welsh National Consciousness? - The contribution of the ‘Welsh Party’ (politicians supporting and campaigning specifically for Welsh issues).
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YEAR 8 REVISION GUIDE FOR SUMMER EXAMS. KS3.

YEAR 8 REVISION GUIDE FOR SUMMER EXAMS. KS3.

A SET OF NOTES FOR YEAR 8 PUPILS. THE FOLLOWING TOPICS ARE THE FOCUS OF THIS GUIDE: THE WIVES OF HENRY VIII THE CLOSURE OF THE MONASTERIES AND THE PILGRIMAGE OF GRACE THE DIFFERENCES BETWEEN A CATHOLIC AND PROTESTANST CHURCH AND REASONS FOR THE DIFFERENCES MARY QUEEN OF SCOTS BRIEF NOTES ON THE SPANISH ARMADA THESE NOTES ARE IN THE FORMAT I HANDED THEM TO MY PUPILS. YOU MAY WANT TO ADJUST OR ADD TO THEM IN ACCORDANCE WITH YOUR OWN EXAM PAPER.
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A LEVEL HISTORY: Welsh National Consciousness 1868 onwards

A LEVEL HISTORY: Welsh National Consciousness 1868 onwards

Factors inhibiting the growth of Welsh National Consciousness Factors promoting Welsh National Consciousness/ attitudes at the start of our period 1868-70 Factors Promoting Growth of National Consciousness in the rest of the period (1868 onwards)
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A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM

A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM

A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM. WJEC. A POWERPOINT PRESENTATION THAT COULD BE GIVEN OUT AS A SET OF NOTES TO STUDENTS. THE FOLLOWING THEMES ARE COVERED: Changing attitudes to social reform From individualism to collectivism Changing attitudes to social reform post 1900 Conservatives/Unionists Action! The Liberals and (even though they used to be pioneers of individualism) Collectivism 1906-1914 New Liberalism The Liberal Social Reform Achievement 1906-1914 Social relief measures for the helpless Social relief measures for the able bodied Economic / Industrial Reforms (showing an increase in willingness to intervene in the economy and industry). Conclusion on the triumph by various bodies Limitations to Liberal Social Reform Limitations to how the Liberals paid for their social reform Limitations on the industrial and economic reforms Did the Liberals give the working class what they really wanted? Other deep rooted causes of poverty Overview Overall Party Record
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A Level History:The Growth of Welsh National Consciousness: The Fall of the Conservatives

A Level History:The Growth of Welsh National Consciousness: The Fall of the Conservatives

A Level History: The Growth of Welsh National Consciousness: The Fall of the Conservatives A set of notes useful for revision covering: - Conservatism was uniquely identified with Englishness. - Conservatism was identified with Wales’ enemies – the ‘unholy trinity’ of the brewer, the squire and the bishop. - Conservative arguments against Disestablishment and Disendowment - Positive impact of Conservatives
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A LEVEL HISTORY: THE GROWTH OF ORGANISED LABOUR/WORKING CLASS MOVEMENTS IN WALES AND ENGLAND

A LEVEL HISTORY: THE GROWTH OF ORGANISED LABOUR/WORKING CLASS MOVEMENTS IN WALES AND ENGLAND

A LEVEL HISTORY: WJEC. FOCUS ON WELSH HISTORY/POLITICS/SOCIETY. THIS DETAILED POWERPOINT (13 SLIDES) COULD BE GIVEN OUT AS A SET OF NOTES FOR YOUR STUDENTS. TOPICS COVERED: Political idealism of organised labour How strong was political ideology in developing a working class movement? The role of political factors in creating a working class movement The role of social factors in developing a working class movement The role of economic factors in creating a working class movement Success of organised labour Failings of the working class movements: what they hadn’t achieved by 1914 Conclusion
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Moderating of chronology work levels 4-7. Public Health 1348-1914. KS3. Department moderation. AFL.

Moderating of chronology work levels 4-7. Public Health 1348-1914. KS3. Department moderation. AFL.

As part of the moderating process I had to send off the History Department's moderated work to the WJEC for KS3. These are the examples of pupils' work that I sent off which showed our moderation of their work which assessed chronology. These were all passed as being very good examples of the different levels of chronology. This resource shows four pieces of work carried out by children based on the question 'How and why have public health measures changed from 1348 to 1911?' We have a Level 4,5,6 and 7. This would be a great resource to share during a departmental meeting. Ask your department to give each piece of work a level based on the level descriptors. This could also be shared with pupils before carrying out another task which assess chronology. An excellent Assessment for Learning technique.
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BATTLE OF THE SOMME MARK SCHEME/SUCCESS CRITERIA KS3 ASSESSMENT FOR LEARNING

BATTLE OF THE SOMME MARK SCHEME/SUCCESS CRITERIA KS3 ASSESSMENT FOR LEARNING

WHO OR WHAT WAS RESPONSIBLE FOR THE GREAT LOSS OF LIFE AT THE BATTLE OF THE SOMME? A very useful resource to give to Year 9 pupils before completing an essay on the above question. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.
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