Y10: 1-17. Essay Writing – Tsarist Rule

Today you are going to look at Essay Writing!

1.

Essay Writing is the main way by which your knowledge and skills will be tested in History. It is therefore very important that you know how to tackle a history essay question. Watch the following video to see how one should approach an essay question:

How to answer an Essay Question. (0:57 minutes long)

2.

Complete the flowchart (provided) in the front of your Essay Writing book by filling in the missing information.

3.

A Paper 1 exam question typically looks like this:

The question has 3 parts.

    It is of vital importance that you analyse and plan essay questions before you start writing the answer…

    4.

    Let’s look at each question individually:

    (a)

    • Part (a)’s answer needs to be a short paragraph long.
    • It will take you about 5 minutes to complete the answer.
    • This is a straight forward “easy” question. You must get full marks it!

    (b)

    • Part (b)’s answer needs to be about 1 page long.
    • It will take you about 15 minutes to complete the answer.
    • This is a “why” question. You must give 2 to 3 clear reasons, and explain each well. (Answer in clear paragraphs.)

    (c)

    • Part (c)’s answer needs to be about one and a half pages long.
    • It will take you about 25 minutes to complete the answer.
    • This question is a “debate”. You must give a “yes-argument” as well as a “no-argument”, and reach a conclusion at the end of your answer.

    5.

    Now, let’s look at each question in more detail:

    Question (a)

    Do you realise that this is the answer, taken from your booklet on Russia?

    Write the answer, in the form of a paragraph.

    6.

    Question (b)

    You need to:

    The form below is useful for planning the essay answer:

    Here is a possible plan for answering the above question:

    7.

    Once you have completed your plan, write the essay answer, starting on a new page in your essay writing book. Remember to answer in clear paragraphs!

    HERE IS A POSSIBLE STRUCTURE FOR THE ANSWER:

    Nicholas II was the last Romanov ruler of Russia. Unfortunately, the Russian people opposed his rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Another reason why the people opposed Nicholas II’s rule was because… (GIVE REASON, EXPLAIN, EXPAND…)

    Finally, the people opposed Nicholas II’s rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Various factors contributed to the people opposing the rule of Nicholas II. The fact that the Russian people did not have a say in how the country was run was probably the most damaging, because the people were powerless against poor decisions made by Nicholas II.

    8.

    Question (c)

    The form below is useful for planning the essay answer:

    TO BE REPLACED / EDITED:

    Here is a possible plan for answering the above question:

    TO BE REPLACED / EDITED:

    9.

    Once you have completed your plan, write the essay answer, starting on a new page in your essay writing book. Remember to answer in clear paragraphs!

    HERE IS A POSSIBLE STRUCTURE FOR THE ANSWER:

    TO BE REPLACED / EDITED:

    To what extent were the people of Russia satisfied when Nicholas II issued the October Manifesto?

    In October 1905, after major disturbances and a general strike in Russia, Nicholas II issued the so called October Manifesto. It promised the people of Russia freedom of speech, and the right to for political parties. More importantly, he promised the people a duma (or national parliament), elected by all adults. Nicholas II also said that he would make no new laws without the Duma’s approval.

    Nicholas II was the last Romanov ruler of Russia. Unfortunately, the Russian people opposed his rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Another reason why the people opposed Nicholas II’s rule was because… (GIVE REASON, EXPLAIN, EXPAND…)

    Finally, the people opposed Nicholas II’s rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Various factors contributed to the people opposing the rule of Nicholas II. The fact that the Russian people did not have a say in how the country was run was probably the most damaging, because the people were powerless against poor decisions made by Nicholas II.

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    Y7: 1-12. The Celts in 55BC

    Year 7B & Year 7A

    Today you are going to “meet the Celts”, in the year 55BC… However, let’s first look at the terminology test that you wrote previously.

    Follow the instructions step by step:

    1.

    Look at your test result:

    First, look at your test result (Homework-4) and also see where you have perhaps lost marks:

    Test Answers

    2.

    Next, we will do a bit of marking…

    Mark the task on “The Roman Empire”, p.16.

    ANSWERS

    3.

    Now, let’s look at the Celts in a bit more detail.

    Read p.9, 1st Column

    “A hill fort is a fortified building or structure, built on a hill.”

    Is Source 14 a Primary or a Secondary Source?

    Is Source 15 a Primary or a Secondary Source?

    See Answers:

    Source 14 is a Secondary Source, because it does not come directly from the time being studied but is simply a reconstruction of a Celtic chariot. However, Source 15 is a Primary Source, because it comes from the time being studied (i.e. from Roman times) – it comes from Julius Caesar himself!

    4.

    Take note: this is also a “test page”… (Highlight the words “test page”.)

    5.

    These video clips will give you a bit of an idea what the Celts were like…

    Watch this first video from 12:05 minutes to the end. This part is a “historical wife swap” where Celtic living is compared with Roman living.

    (4:34 minutes long)

    Watch the video below from the beginning, up to 2:25 minutes. This part is a “historical fashion fix” where a Celtic farmer has a make-over to be a Celtic warrior.

    (2:25 minutes long)

    6.

    Complete the crossword puzzles on Britain in 55BC (p.12-14). Below are the clues for the crossword puzzles. (The same clues are also in your workbook.)

    7.

    Finally, mark the crossword puzzles on Britain in 55BC (p.12-14).

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    Y9: 1-11. Trenches – Continued

    Year 9A & Year 9B

    Today you are going to finish off previous tasks…

    Follow the instructions step by step:

    1.

    First, look at your test result (Homework-4) and also see where you have perhaps lost marks:

    Test Answers

    2.

    Complete the following tasks:

    p.20 – How stalemate developed on Western Front

    p.21 – Trenches Questions

    WW1 Trenches
    ANSWERS

    3.

    Once you have completed these tasks you may start with your History Homework for next Monday.

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    Y10: 1-16. The Dumas

    Today you are going to look at the Dumas that Nicholas II granted the people of Russia!

    1.

    Unfortunately, Nicholas II did not keep his promises…

    Broken Promises. (1:59 minutes long)

    2.

    Now, let’s look at each of the Dumas in particular:

    (3:57 minutes long)

    3.

    Stick the Duma fact-sheets into your book and fill in the relevant information.

    Also copy this, after the fact-sheet on the 2nd Duma:

    4.

    Finally, let’s see what your booklet says about Nicholas II’s “broken promises” and also what it says about the Dumas.

    The information about “Broken Promises”, p.6. as well as the “Data-point”, p.7.

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    Y9: 1-10. Trenches

    Year 9A & Year 9B

    Today you are going to investigate what it was like to fight from trenches…

    Follow the instructions step by step:

    1.

    Trench Warfare in World War 1 – THE GREAT WAR Special. (12:02 minutes long)

    Access Video

    Life in a Trench. (3:15 minutes long)

    Access Video

    Trench Warfare – cross section. (3:57 minutes long)

    Monty Python: Fighting Each Other / the meaning of life. (3:54 minutes long)

    2.

    And now for a bit of a self-study on the trenches…

    See if you can figure out what it must have been like to fight from trenches during World War 1.

    “Trenches, p.21”

    Here are enlarged diagrams – this may be useful to you when answering the questions.

    Click on the help button for additional information that may help you to answer the questions on the Trenches.

    ANSWERS

    3.

    Bet you didn’t know: Trench Warfare. (2:41 minutes long)

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    Y8: 1-11. Renaissance Art

    Year 8A & Year 8B

    Today you are going to examine how art began to change during the Renaissance….

    Follow the instructions step by step:

    1.

    Watch the following two videos to see what you can learn about Renaissance Art.

    Renaissance – Overview – Goodbye-Art Academy. (8:25 minutes long)

    10 Greatest Renaissance Paintings. (2:44 minutes long)

    2.

    Now also watch this video that shows very clearly the differences between Medieval Art and Renaissance Art.

    Renaissance Art. (1:53 minutes long)

    3.

    Leonardo da Vinci was a very talented Renaissance artist. He is a typical Renaissance Man – that is “a person that lived during the Renaissance period who had ‘unquenchable curiosity’ and an ‘inventive imagination’ “. This song sums up Da Vinci’s life very effectively:

    Leonardo da Vinci (“Dear Prudence” as performed by Siouxsie and the Banshees). (3:25 minutes long)

    4.

    Now you should be ready to answer a few more questions on the Renaissance! Here’s what you have to do:

    “The Italian Renaissance, p.16-17″

    ANSWERS

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    Y7: 1-11. Submitting Work… – pre-2023

    Year 7A & Year 7B

    Today you are going to look at electronic submission of work, through schoology.

    Follow the instructions step by step:

    1.

    First, we will do a bit of marking…

    Mark the task on p.16.

    2.

    Sometimes you will be asked to upload tasks to Schoology Assignments. Do you know how to do this?

    Submitting Assignments in Schoology (as Student). (1:18 minutes long)

    3.

    If you are still unsure, also watch this video clip:

    How to Submit an Assignment in Schoology. (5:29 minutes long)

    4.

    It is very important that the photo that you take are of excellent quality!

    5.

    So, to make sure that you do this correctly (and also for assessment purposes!!) you need to send me a photo of “My Timeline”. (This is the timeline of your life so far.) (Please take note: It is important that you ONLY send to me what I ask for.)

    6.

    Use the rest of the lesson to complete the worksheet on Sources, from the previous lesson.

    Remember to send your “assignment” to me in Schoology!! ONLY SEND ME A PHOTO OF WHAT I ASKED FOR!! Also, your work must not be submitted late.. as this may result in half marks or even in zero…!!

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    Y7: 1-10. Primary & Secondary Sources

    Year 7A & Year 7B

    Today you are going to:

    • write a short test on the “Rome’s Rise and Fall” terminology
    • look at the difference between Primary and Secondary sources.

    Follow the instructions step by step:

    1.

    Complete the test!

    (This is a test on Terminology, p.5)

    2.

    Now we are going to look at the different types of historical sources of evidence.

    (4:28 minutes long)

    Here is an example of a political cartoon:

    3.

    Stick the worksheet on “Historical Sources” into your purple book and then copy the notes that explain what Primary and Secondary sources are.

    4.

    Now copy the following examples of Primary Sources in the margin of the page where you have stuck the worksheet on “Historical Sources”.

    Examples of Primary Sources of evidence:

    For Example:

    5.

    Make sure that you know the difference between Primary and Secondary Sources!

    6.

    Use the pictures (provided in class) to stick examples of primary and of secondary sources onto your worksheet on “Historical Sources”.

    7.

    If there is still time, complete the colouring-in of your Title Page for “The Roman’s in Britain”.

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    Y8: 1-10. Renaissance started in Italy – continued

    Year 8A & Year 8B

    Today you are going to continue looking at why the Renaissance started in Italy.

    Follow the instructions step by step:

    1.

    Before we continue with today’s lesson, mark the following task with a pencil (even though I have marked some of the answers for grading): “Renaissance Thinking, p.4”

    ANSWERS

    2.

    pages 6-7

    3.

    And now for a bit of work…

    “Why the Renaissance started in Italy, p.11”

    ANSWERS

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    Y9: 1-9. Schlieffen Plan & Stalemate

    Year 9A & Year 9B

    Today you are going to:

    • write a short test
    • look at the Schlieffen Plan
    • look at how stalemate developed
    • complete a task on stalemate

    Follow the instructions step by step:

    1.

    Complete the test!

    (This is a test on p.9-15, Workbook 1.)

    2.

    Here is a reminder of how the war started, in case you are still not sure…

    How did WW1 begin? (2:27 minutes long)

    3.

    As mentioned in the previous lesson, over the next few lessons we will examine the following in greater detail:

    So, let’s look at the Schlieffen Plan and the development of stalemate on the Western front.

    Schlieffen Plan and Stalemate. (4:59 minutes long)

    4.

    Let’s also see what your Workbook says about why the war lasted so long.

    p.18-19

    5.

    We will have a brief (introductory) look at trenches…Let’s see what it was like to fight from trenches.

    Fast Facts – World War One: Trench Life. (1:44 minutes long)

    6.

    Finally, complete the worksheet on “How Stalemate Developed on the Western Front” (p.20 of your Workbook).

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    Y10: 1-13. Stolypin – continued

    Today you are going to continue with the questions on Stolypin.

    1.

    Use the rest of this lesson to finish the questions on Stolypin (page 10 of your Russian booklet). You need to finish them about 10 minutes before the end of the lesson as we will also mark the questions in class today.

    ALTERNATIVELY:

    Ask your teacher for access to the “Stolypin Quiz”, so that you can complete the questions online.

    2.

    Let’s mark the Stolypin questions now in class.

    Use a pencil and mark the following work:

    (10:08 minutes long)

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    Y10: 1-12. Stolypin

    Today you are going to look at a few more details regarding Prime Minister Stolypin and his role in the tsarist government…

    1.

    For revision purposes, let’s go over this video on “Stolypin’s Rule” again.

    Stolypin. (1:35 minutes long)

    2.

    You also need to know the following about Stolypin – copy the additional notes from this diagram onto p.6 of your booklet on Russia:

    3.

    The additional material on “Stolypin and Reform”, p.8.

    4.

    The article on “Pyotr Stolypin – a summary”, p.9-10.

    5.

    If there is still time in the lesson, do the questions on page 10 of your Russian booklet. (You must answer the questions in full sentences, in your exercise book.)

    We will continue with these questions in the next lesson.

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    Y10: 1-15. Rasputin – continued

    Today you are going to continue with the source question on Rasputin’s involvement in the government of the tsarist regime…

    1.

    Remember the guidance as to how one should approach a source question.

    2.

    Finish the Source Question on Rasputin in your exercise book!

    rasputin-source-q-1Download

    3.

    Stick the picture of Stolypin into your exercise book. Then use all the information that you have on Stolypin to make “face-notes” on Stolypin. (Use the “face-notes” on Rasputin as an example.)

    EXAMPLE:

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    Y10: 1-14. Rasputin

    Today you are going to look at the impact that Rasputin’s involvement with the Royal family had on the tsarist regime…

    1.

    Let’s see what Rasputin connection to the royal family was.

    Rasputin. (1:03 minutes long)

    2.

    The information about “The impact of Rasputin”, p.6.

    3.

    Let’s look at these ‘face-notes’ on Rasputin. By now you should more or less know the following information about Rasputin:

    4.

    The first part of the page, called “Rasputin”, p.8.

    5.

    Just for a bit of fun, look at the following video clip: the lyrics of the song cleverly tells the story of Rasputin…

    Boney M – Rasputin. (3:40 minutes long)

    OR…

    Rasputin Boney M with Lyrics. (4:46 minutes long)

    6.

    The additional material on “Rasputin”, p.7.

    7.

    Previously you answered a source question on the coronation of Tsar Nicholas II. Now you are, again, going to practise answering a source question. Let’s first look at some guidance as to how one should approach this type of question. Watch the video below. It shows, by means of a flow-chart, “How to answer source questions”.

    (0:54 minutes long)

    8.

    Now copy the information (provided in the slides) onto your copy of the flowchart about “Answering Source Questions”.

    9.

    Finally, do the Source Question on Rasputin in your exercise book!

    rasputin-source-q-2Download

    10.

    Let’s further explore Rasputin’s impact on the royal family.

    Rasputin – The Man Behind The Tsarina. (10:01 minutes long)

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    Y9: 1-8. Long Lasting War…

    Year 9A & Year 9B

    Today you are going to:

    • mark some work
    • consider why WW1 lasted so long. (It started in 1914 and ended in 1918!!)

    Follow the instructions step by step:

    1.

    HOMEWORK 3 – Pages 10-11

    ANSWERS

    2.

    World War 1 lasted from 1914 to almost the end of 1918!! Let’s see why the war lasted so long:

    (1:66 minutes long)

    3.

    4.

    Over the next few lessons we will examine the following in greater detail:

    5.

    Let’s investigate what it was like to fight from a trench…

    Trench Warfare in World War 1 – THE GREAT WAR Special. (12:02 minutes long)

    Access Video

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    Y8: 1-9. Renaissance concepts…

    Year 8A & Year 8B

    Today you are going to:

    • mark some work
    • receive your test results
    • record comparison of Medieval Times & the Renaissance
    • revise terminology

    Follow the instructions step by step:

    1.

    First, watch the slides below to mark your crossword puzzle. Give yourself a mark out of 12!

    Crossword Puzzle, p.10.

    ANSWERS

    2.

    Now, look at your test result (Homework-3) and also see where you have perhaps lost marks:

    Test Answers

    3.

    Now, let’s talk about the Renaissance again. Thinking and knowledge began to change. For example:

    4.

    Now copy the table above onto a new page in your purple book.

    Medieval Period VS. Renaissance Period

    5.

    Do you know the meaning of each of these words?

    6.

    Vocabulary

    Now, copy the above words and their meanings into your purple book.

    7.

    You may use the rest of the lesson to work on your History Homework.

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    Y7: 1-11. The Romans in 55BC

    Year 7A & Year 7B

    Today you are going to “meet the Romans” in the year 55BC…

    Follow the instructions step by step:

    1.

    First we are going to mark some work…

    Task 4 (p.8)

    HW-TASK 4 – ANSWERS

    2.

    3.

    Let’s make sure that you understand the information in Source 7.

    • Beech and fir are types of trees.
    • A hare is a type of wild rabbit.
    • Woad is a cabbage-like plant that Celts used to make blue dye.

    If there are more words that you do not understand, look up the meanings in this online Dictionary.

    (Click on the dictionary…)

    4.

    The video explains how woad was used as blue dye.

    Dying with Woad. (2:06 minutes long)

    5.

    You will see that some pages in your Workbook are “test pages”. These are pages that you will have to study for a test, sometime during this course. The page below is an example:

    When you see a “test page” in your book, highlight the words “test page” so that you can see very clearly that it is an important page that you will be tested on.

    6.

    And now for a bit of work…

    Complete the task on p.16.

    7.

    Finally, this is a “title page” for your topic on the Roman invasion of Britain. Stick the black and white copy into your purple book and then colour it in.

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    Y10: 1-11. Surviving the 1905-Revolution

    Lucky for Nicholas II, he was able to hold onto power for a few more years, as the 1905 Revolution did not succeed… Today you are going to consider why Nicholas II was able to survive the attempted revolution of 1905!

    1.

    Let’s first look at factors that helped Nicholas to survive the so-called 1905 Revolution.

    Surviving the 1905 Revolution. (1:22 minutes long)

    2.

    The information about “The October Manifesto”, and also the section on “Why did the Revolution fail?”, p.6.

    3.

    Now, let’s look at the role that Stolypin played in the survival of Nicholas II as tsar of Russia.

    Stolypin. (1:35 minutes long)

    4.

    The information about “The Rule of Stolypin”, p.6.

    5.

    Finally, write a paragraph for each of the factors shown on the diagram below (“1905 Revolution: Nicholas II survived it!”) to explain how each factor helped Nicholas to hold on to power.

    Have you recognised that this is the relevant information for this task?

    This could be an essay question…!

    If this was an essay question you would have to make sure to write a paragraph for each reason. Each paragraph should include the following:

    EXAMPLE

    ANSWERS

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    Y10: 1-10. The 1905-Revolution

    Today you are going to look at an attempted revolution in Russia! Lucky for Nicholas II, he was able to hold onto power for a few more years, as the 1905 Revolution did not succeed…

    1.

    Here is a reminder of what a revolution is… a bit of revision!

    2.

    Watch the following video, as an introduction to today’s lesson.

    Crisis & Revolution in Russia (1905). (5:55 minutes long)

    3.

    Now, let’s look at the causes of the “1905-Revolution”.

    Causes of the 1905 Revolution. (2:05 minutes long)

    4.

    It is good to try and visualize the events. Here is Bloody Sunday, as portrayed in a movie…

    History Bloody Sunday. (2:31 minutes long)

    5.

    The information about “The War with Japan” & the information about “Bloody Sunday”, p.5.

    6.

    Let’s now look at the whole year of 1905, to see how close Nicholas II came to losing the throne to the Russian empire!

    1905 Revolution – Calendar. (2:08 minutes long)

    7.

    The calendar that shows the vents of The 1905 Revolution, p.5.

    8.

    Finally, use the Calendar (provided) to show the events of 1905:

    • Stick the 1905-Calendar into your book.
    • On each month, stick the relevant evens that occurred in Russia in 1905.

    SOLUTION

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    Y9: 1-7. Spread of the War

    Year 9A & Year 9B

    Today you are going to:

    • mark some work
    • continue looking at how countries became involved in WW1

    Follow the instructions step by step:

    1.

    Mark the questions on “The First World War, 1914-1918” (p.13).

    ANSWERS

    2.

    Here is a reminder as to how the first few countries became involved in the First World War:

    Start of WW1. (2:33 minutes long)

    3.

    Watch the video to see how we can explain, with the help of a map, how various countries became involved in WW1.

    Countries joining WW1 Map. (2:55 minutes long)

    4.

    “How countries became involved in WW1…”

    5.

    Stick the map into your exercise book. Then show how countries became involved in WW1 by sticking the information cards onto the map…

    SCROLL

    DOWN

    FOR

    HELP

    IF

    NECESSARY

    Here is a little help, in case you get stuck…

    6.

    Finally, complete the worksheet on “Seven Stages in the Spread of War” (p.16-17).

    ANSWERS

    7.

    If there is still time, here is a rap that you may find interesting…

    (I do not condone the swearing in this rap – it is rather unnecessary. However, if one looks past the few swearwords I am sure that you will appreciate the production.)

    The cause of WW1 – Rap Battle. (4:44 minutes long)

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    Y8: 1-8. The Renaissance started in Italy

    Year 8

    Today we are going to look at the start of the Renaissance. It started in Italy. But why…?

    Follow the instructions step by step:

    1.

    First, revise what you already know about the Renaissance:

    2.

    Now, let’s examine why the Renaissance started in Italy.

    3.

    It is not good enough to know the reasons… You are expected to understand and explain the reasons. Therefore, look at the following explanation and see if you will be able to use these slides to explain to someone why the Renaissance started in Italy.

    4.

    “Why the Renaissance started in Italy:”

    5.

    6.

    Finally, complete the crossword puzzle on p.10 in your History Workbook.

    To tests basic information about “The Renaissance starting in Italy”.

    ANSWERS

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