Archive for February, 2011

Year 12

Posted: February 14, 2011 in AS Level

All students will have had an email already explaining what tasks are required. The three were;

1. To what extent did the 1960’s change Britain?
2. Why was Heath unsuccessful in dealing with the industrial unrest?
3. Who had more power in the 1970’s: the Prime Minister or the trade unions?

Students in school this week have been asked to plan answering the essay in the first task. The plan should be one page at least. The second task will involve a great deal of reading and must be completed by Monday 21st February 2011.
In order to complete the third task, students must read everything about the 1970’s. You must concentrate on the economy and explain who had the power to influence government policy. This question should be completed by 4th March 2011.
I must stress that there has not been a question on the 1970’s thus far so I would advise you spend considerable time reading around the subject. I have set two other questions below to enhance your understanding of the decades.

4. Was Britain really the sick man of Europe?
5. Did 1970’s Britain undergo more change then the 1960’s?

The 5th question cannot be attempted until the first is completed. I expect at least one of the above to be completed by 11th March 2011. I would advise that you check this blog regularly as I will endeavor to add more resources and instructions on how to complete the tasks to a high standard.

Leila – click on the AS level link to find instructions about the ‘Rivers of Blood’ essay. It is about halfway down the page.


February 2011

Posted: February 14, 2011 in AS Level, GCSE, Miscellaneous, Year 7, Year 8, Year 9

For students with the following history teachers;

Ms. Birch – all work is to be found at
Mr. Daley – all work is to be found at Resources will also be available at his blog;
Mr Gagan – all work and resources is to be found on this homepage.

Any questions from either parents or students can be emailed to me via this blog.

GCSE classes

Posted: February 14, 2011 in GCSE

Year 11
The tasks listed below are to be completed over the next few weeks. I can appreciate that some students will not have all materials with them but resources are included. The green and white edexcel textbook is the main resource to use. If you have considerable difficulties, remember to use this blog or email me with a question. I can add resources to this website if required.

What were the causes of the Cold War?

You began this a few weeks ago and have been set work on Potsdam already. The tasks are explained below.
The following events or policies are all causes of the Cold War;
FOR WEEK ENDING 17/2/2011…

– Events before 1945; Russian Civil War, Nazi-Soviet Pact and Second Front during WW2.

– Potsdam and Yalta conferences, dropping of the atomic bomb.

– Soviet expansion into Eastern Europe and buffer zones.
FOR WEEK ENDING 24/2/2011…

– Truman Doctrine and the Marshal Plan.

– Berlin Blockade and Airlift.

– Formation of NATO.

– Iron Curtain speech.

– Formation of Cominform and Comintern.

Students should read about each cause, summarise it and then explain how it led to the Cold War. You will all be asked, or rather ordered, to eventually submit an essay analysing what were the main causes of the political conflict. In doing so, you must be able to prioritise. Therefore, construct a table listing the causes in order. Give evidence of each and explain in a sentence or two why it led to the Cold War. Once completed, you should number them in terms of importance. This is a lot of reading but time is pressing to finish the curriculum.

The following essay, ‘What were the causes of the Cold War?’, is due Tuesday 1st March 2011.

AMENDED VERSION! ‘Was there one single event which started the Cold War, and could you argue that the USSR or USA was more responsible?’

Points to consider when writing the essay;

1. Have you developed a judgement? Is it supported with evidence?

2. Are all the causes analysed? Remember to use the websites listed on the ‘GCSE Cold War’ page to help you.

3. Have you prioritised the causes and how much blame is attached to one of the superpowers?

4. Have you explained that there are different interpretations?t

5. Have you linked causes together? Linking will lead to a developed argument.

The essay is rather large and students have done up to 2500 words in the past. It should be at least 3 sides in length if you type it. I appreciate it is a large piece of work but it is necessary. Feel free to email me with concerns or questions.

Year 10
You will be focusing on the period 1918 to 1924. A typical essay question is, ‘How did the Weimar Republic survive the early problems?’ To answer this, you should analyse the following events, (the page numbers are from the Edexcel textbook);

Section One
– Strengths and weaknesses of the new Weimar constitution, (pages 9-11). Also, the impacts of the Treaty of Versailles, (pages 12-13) and losing the war are included here, (pages 8-9).

Section Two
– The revolts. How did Ebert and the Social Democrats put down the revolts of the Spartacists, (pages 14-15 and …, the Freikorps, (Kapp Putsch – page 16) and the Nazis, (Munich Putsch – pages 27-40)? What strengths and weaknesses of the W.R. were evident?

Section Three
– The Ruhr Crisis of 1923, (pages 17-19). What caused the hyperinflation and how did the Weimar Republic try to solve the problems?

The events above need to be summarised in your book. Below these summaries, you should write in a different colour whether the event strengthened the Weimar Republic or weakened it? The first two sections should be completed by 21st February 2011. The third should be done by 27th February. Students should then begin work on the essay explained below.
The essay title, which is in the first paragraph above, will be completed by all students. You need to focus on what problems remained despite the Weimar Republic surviving. Furthermore, what did the Social Democrats rely on to continue being in power? Loyalty of the people, violence, allies etc? Were the main problems behind them and what prospects did they have to survive?

Remember to be balanced in the piece however. The Weimar Republic did survive the early years so what strengths did it possess? Was there a time where it was at its’ strongest between 1919 to 1923? Could you argue the government turned a corner?

This will involve a substantial amount of work but there is much to study before you are taking examinations in the summer. Most resources are available on this blog or on the links provided to educational websites. Feel free to email me if you do not understand something or cannot find sufficient resources.

Key Stage 3 Work

Posted: February 14, 2011 in Year 8, Year 9

Year 8

Students will continue studying the causes of the French Revolution. Hopefully, all will have enhanced their understanding of revolutions because of recent events in Egypt. I can appreciate that some may not have textbooks with them so I will endeavor to add resources to this blog whenever I find them. In the past I have used and on occasions, the links have not worked. However, I will continue to use the website but add other resources as well.

Week beginning 13/2/2011

The students had a one-off lesson on the similarities and differences between the French and Egyptian Revolutions. Therefore, students who are not in school should try to compile a table of the causes of the French Revolution. These should only be short summaries or statements. Links are given below in order to do this. In another column, students should explain the similarities if there were any. Parents, friends and siblings may help if required. Once finished, students can write a list of the causes which were different.

The task can be a little difficult and by no means do I want the lists to be exhaustive. It is only to further the understanding of revolutions and use a little empathy. The link below contains further links to history websites and a variety of resources which can be downloaded as a pdf. or word file.

There are other resources in the Year 8 section on the right of this page.

Week beginning 20/2/2011

Year 8 students should continue studying the causes of the French Revolution. The wordsearch below is the first task. Students should complete it and write down the meaning of all the words and people they do not know. They should find definitions and explanations as well.

The wordsearch.

Once finished, students should analyse how Louis XVI and Marie Antoinette may have caused the French Revolution. They should read the following two web pages and compile a list of how anything they did during their lives, could have caused a revolution. Which people in society would not be happy with their actions or decisions?

Marie Antoinette

Louis XVI.

Week beginning 27/2/2011

Students have been asked to complete a speech on the French Revolution. They will try to mirror the Tennis Court Oath speeches, which took place in June 1789. Members of the Third Estate tried to speak to King Louis XVI at the Palace of Versailles but he refused. They wanted to protest about their concerns and force the monarch to make changes. You can read about the event in the following link.

The Tennis Court Oath from

Remember that the Estates General, (or the French parliament was unfair). It did not allow the Third Estate to have a voice or influence over the other estates. This despite having the vast majority of the population. Members of the Third Estate, especially the bourgeoisie, had had enough of the problems in the country. If the king would not see them, they would try to change France themselves.

Year 9

Students will continue to study events during the 20th century. I can appreciate that some may not have textbooks with them so I will endeavor to add resources to this blog whenever I find them. In the past I have used and on occasions, the links have not worked. However, I will continue to use the website but add other resources as well.

Week beginning 13/2/2011

The Year 9 students have spent this week researching and developing opinions on the dropping of the atomic bomb. Students should try to find out the reasons why the bomb was dropped and need to find evidence to support the different views. They should try to use empathy and think ethically. President Truman took the decision to drop the bomb but did he make the right one? Thousands of civilians died in the bombing of Hiroshima and Nagasaki but how many American lives did the bombs save? Use the links below to find out more about one of the most controversial events of the 20th century.
A page from schoolhistory. Useful as an introduction.
Japan’s attack at Pearl Harbor.
A useful website explaining why Japan and the US were at war.
An analysis of the bomb by students.
A better analysis by students!

The clip above is an animation of the dropping of the bomb on Hiroshima.

Evidence and analysis from the Learning Curve website.

Week beginning 20/2/2011

Students will study the different dictators for the foreseeable future, leading up to the Second World War. As part of this process, the Wall Street Crash must be understood, as most dictators in Europe and parts of the world came to power in the 1930’s. Two key questions must be answered.

1. What caused the Wall Street Crash?

2. What were the effects of the Wall Street Crash?

In addition to gaining an understanding of the world in the 1930’s, students will also be able to make comparisons to the recent world recession. They should be able to make some comparisons between the two recessions. This should be the focus of any students considering business studies or economics in the future. It is therefore a useful extension task.

The Wall Street Crash from Spartacus.schoolnet

The two clips above should help students understand the causes of the Wall Street Crash. Further resources are on the internet or Youtube. In particular, there are many clips of the Depression, and how presidents Hoover and Roosevelt dealt with the crises.

The Wall Street Crash had consequences around the world. The USA was the leading economy in the 1920’s. As a result of its’ investments around the world, if America had problems, so did the world. It is this theory which led to dictatorships in the 1930’s. However, this is next weeks’ lesson.