1. Welcome to A-Level History!

2. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
So, what is this part of the course all about?
Y143 Britain c.1930–1997(British study)
1h 30min
50 % of AS course
Exam is on Weds 16th May pm
The course is broken down into Enquiry Topic (Churchill ) and the British Period Study (Britain )
During the 1930’s Britain experienced both a severe economic depression, and a growing threat from Germany which culminated in the Second World War. Our course will start with the Enquiry Topic looking at those events and the ones thereafter from Churchill’s perspective and highlight the importance of Churchill in this period. Our enquiry topic will look at Churchill’s view of events , Churchill as wartime Prime Minister, and Churchill and International diplomacy Following this, The British Period study will begin in which we will look at Conservative domination , Labour and Conservative governments, , Thatcher and the end of consensus, , and finally Britain’s position in the world

3. LO: To discover what the Medieval World was like in the 11th Century
So, what is this part of the course all about?
Unit Y233: The Crusades and the Crusader States
1095–1192
(Non-British study)
1h 30min
50 % of AS course
Exam is on Tues 22 May pm
Why are we studying it?
Relevant to the modern world.
Opportunity to develop as a
historian.
Good tactical choice exam-wise.
It’s interesting!
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*

4. LO: An introduction to the Russia course. So what is the course about?
Describe the key features of Russia E-D
Explain how the country is unique C-B
Judge the key characteristics of Russia A-A*
So what is the course about?
This theme focuses on the nature of Russian government and its impact on the Russian people and society. Learners should understand the similarities and differences between the autocratic rule of the tsars to 1917 and the subsequent Communist dictatorship. Learners should develop the ability to analyse thematically the following issues across the full period:
Russian rulers: similarities and differences in the main domestic policies of Alexander II, Alexander III, Nicholas II, the Provisional Government, Lenin, Stalin, Khrushchev.
The nature of government: autocracy, dictatorship and totalitarianism; change and continuity in central administration; methods of repression and enforcement; the extent and impact of reform; the extent and effectiveness of opposition both before and after The impact of the dictatorial regimes on the economy and society of the Russian Empire and the USSR: changes to living and working conditions of urban and rural people; limitations on personal, political and religious freedom; extent of economic and social changes. Impact of war and revolution on the development of the Russian Empire and the USSR: the effects of the Crimean War, the Japanese War, 1905 Revolution, 1917 Revolutions, World War One, World War Two, and the Cold War
Additionally, learners must develop the ability to analyse and evaluate the ways in which aspects of this period of Russian history has been interpreted in debates between historians. These interpretations are likely to reflect different emphases and approaches by different historians, some of whom may have been writing in widely different periods. Learners will be expected to show that they can discriminate between different interpretations to reach a supported judgement on the issue into which they are
making their enquiry. These depth studies could include enquiries into different interpretations of some of the following:
The reasons behind and consequences of The Great Reforms of 1861
The reasons behind the 1905 Revolution
The reasons behind the revolutions of 1917 and the factors determining the success of the Bolsheviks

5. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
How will you be assessed?
The first Section A questions will be worded as follows:
(a) Use your knowledge of X to assess how useful Source Y is as evidence of Z.
For example:
Use your knowledge of the problems Britain faced in the 1930s to assess how useful Source A is as evidence about how realistic Churchill’s view of appeasement was. [10]
So, how do YOU think you would answer that question?
In this type of question the key term is ‘useful’ – this requires you to consider the provenance of the source. It will involve you discussing issues such as who wrote it, when and why it was written and whether the tone or language suggests it might be exaggerated.

6. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
The second Section A questions on the Enquiry will be worded as follows:
(b) Using these three sources in their historical context, assess how far they support the view that X was due mainly to Y.
For example: Using these three sources in their historical context, assess how far they support the view that Churchill was out of office in the 1930’s mainly because of his views about India. [20]
How do YOU think you would answer that question?
This type of question refers to the sources ‘in their historical context’. This requires you to explain how events at the time the sources were written might have influenced the author’s views. You will also have to consider the provenance of the sources and apply your own knowledge to the sources to test their reliability as evidence when assessing how far they support the view given in the statement.

7. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
Section B questions will tend to contain the same command words and so it is your job to know how to answer that specific question using your own knowledge of the period, for example:
Assess: Weigh up the relative importance of a range of factors and reach a SUPPORTED JUDGEMENT as to which is the most important.
To what extent: Consider the relative importance of the named issue by comparing it with other issues and REACH A BALANCED JUDGEMENT as to its relative importance.
How far: Consider the relative importance of the named issue and weigh up its role by comparing it with other issues to REACH A BALANCED JUDGEMENT as to its relative importance.
How successful: Consider a range of issues and make a judgement as to how successful each was before REACHING AN OVERALL JUDGEMENT about success.

8. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*

9. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
Task: Once you are in and settled…
In 2002, Winston Churchill was voted the greatest Briton of all time by a television poll carried out by the BBC beating the likes of William Shakespeare (5), Oliver Cromwell (10), Guy Fawkes (30), Sir Francis Drake (49), J. K. Rowling (83), and even Sir Cliff Richard (56).
But does he deserve this title?
What do you already know about Winston Churchill?
Do YOU think that he is the greatest Briton ever?

10. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
So who was Winston Churchill in 1929?
Task: In front of you are a series of statements about Churchill. In pairs, sort the statements under the following headings:
Churchill’s career before 1929
Churchill as a controversial figure
Churchill’s political ideas
Churchill’s personality
(Some may fit into more than one category, but try to put them with the most relevant heading)

11. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929
It is also very important that we understand the context of the period in which we are studying. The world of 1929 was very different from the one Churchill knew as a young man and many thought that he had not come to terms with it, a theme which will be considered when studying our enquiry.
Homework: Complete the sheet to sort the statements into 4 different factors using 4 different coloured highlighters:
The British Empire
Political life
Society
The economy

12. LO: To discover who Churchill was in 1929
Learning Outcomes
By the end of the lesson you will be able to…
Describe a few features of the Medieval World. E-D
Explain the priorities of Medieval powers. C-B
Assess where the balance of power lay. A-A*
LO: To discover who Churchill was in 1929