This resource uses an image of the Shanghai Massacre to introduce the start of the Chinese Civil War. This is followed by an activity on the ideology of the opposing sides of the conflict. This leads in to a question on ideology or Chiang Kaishek’s leadership being the cause of the Chinese Civil War. It is made for the IB SL course but could be adapted for any syllabus.

A list of historians perspectives on the causes of the Chinese Civil War (starting in 1927). Students use these perspectives to summarise and provide context with regards to it being a cause of the war. They then need to add supporting (or contradicting) evidence to support the view of each historian. Designed for the IB History syllabus.

A set of questions to use with the documentary - Japan’s War in Colour. Two extra questions to stimulate discussion and further work on Hirohito’s responsibility and the debate over the bombing of Hiroshima and Nagasaki.

This is a simple knowledge test - multi-choice, true/false and short answers. It covers the Japanese Expansionism unit in the Move to Global War, IB History - Paper One. They are mostly knowledge recall questions but also cover the structure of Paper One. ANSWER SHEET INCLUDED!

This ppt covers the question: Why, and with what consequences, did industrialisation result in popular protest and political change? from the Cambridge AS History course. It also covers both the Great Reform Act of 1832 and The Public Health Act of 1848 - causes and consequences of both acts. There aren’t any activities - just a set of notes to help prepare answers for past paper questions.

A variety of activities to cover the impact of The Congress of Berlin for the IB Diploma History of Europe. The focus is on answering this question: The Congress of Berlin was the greatest achievement of European diplomacy between 1871 and 1914. To what extent do you agree with this statement? Cartoon starter Card sort Cartoon/country analysis Reading and questions Essay plan Further reading suggestion Links page

14 questions that can be used to play a High Five starter. Instructions: Give one slip with a question and answer to each student. Students - Ask your question to another person and vice versa. If you both get it right you high five each other. After each question switch question slips then repeat the process by finding others to ask and answer your question.

Sixty questions - Multi-choice, Short answer, True/False. Content: Move to Global War Japanese unit with questions on the structure and requirements of Paper One. I use it as a pre-test and then end of topic test. ANSWER SHEET is included!

This resource would be useful for an overview of Hitler’s time in power, from 1933 to 1945. There is a section at the end that gets students to consider the nature of Hitler’s leadership which is in line with the Cambridge A Level paper 3, however the questions should be accessible to KS3 and above.

This ppt introduces question 2. of Paper One. It is designed to get students to THINK about the nature of sources, which is then linked to the OPCVL of the IB paper. To hook each student in at the start of the lesson I give them a small cup of Coke at the start of the lesson and ask them to observe their partner after drinking their respective drinks. (It generally isn’t an amazing experience). We then watch the three Coca Cola adverts on slides 2,3,4 which links in to OPCVL. I then do a follow-up activity: read the school prospectus and then walk around the school and compare the reality. We then discuss this as a group and apply it to the OPCVL. It isn’t a detailed ‘how to answer source questions’ ppt but it is effective in capturing attention and getting them to consider the OPCVL of sources.

Questions for the BBC documentary - Genocide and the Second Reich. I used this when teaching paper 3 CIE A level History. The final question should prompt extra research and then discussion on this topic.

As per the title - a test on Prescribed Subject 4 - American Civil Rights. 50 questions in total.

Sentence starters for each of the Key Concepts in IB History. Useful for those students who struggle to structure their writing. Not an exhaustive list and can be used to foster discussion on other suitable phrases.

Simple multi-choice and true-false format after a unit introduction timeline activity. It comes with answers!

This resource is designed to move students away from generic source evaluations to more specific responses. It can be adapted to get students to write practice examples.