1. 1) Challenges to the Romanovs, 1881-1905 B-AC-B Can you choose 1 of the key features of summary section 1, and explain how the Romanovs ruled in this period. Look at the summary section 1. Can you describe the key features of Russia in this period. Summary Section 1 a)Repression b)Industrialisation c)1905 Revolution Differentiation by pathway – students’ targets determine the task

2. Downfall of the Romanovs, 1906 -1917 Mrs Buxton’s chart on the downfall of the Romanovs is rubbish! Read through the events in each year and mark them on the timeline to show: A)When they happened B)Whether they show the inevitability of Revolution B-AC-B Pick the two moments you think were turning points in the lead up to revolution Explain why they were turning points. Describe how the Romanov’s hold on power changed over time. What clues are there as to why the Romanov dynasty ended?

3. Romanovs in power Romanovs not in power

4. Jan 1917 – The anniversary of Bloody Sunday was commemorated by very large demonstrations in the city 22 nd Feb 1917 – 20 000 workers from the Putilov engineering works went on strike and demonstrated in the city. Stolypin introduced a new court system where offenders were rapidly tried and sentenced. Thousands of rebels were executed or exiled to hard labour By 1916 peasants realised that because of inflation – wages could not keep up with rapidly rising prices. The Russian economy had grown massively since the 1890s however in 1914 it was ranked 5 th out of the five great powers. G.B and Ger. produced more Initial enthusiasm for the war was shattered by two early defeats at Tannenberg and Masurian Lakes 1914. 2 nd March 1917 - Nicholas II abdicated and asked his brother Grand Duke Michael to become Tsar, he refused and the Romanov rule ended. Stolypin proposed land reforms. Peasants were given the right to own land, they were educated in new farming methods and vast areas of royal land were made available 27 th Feb 1917 - The strikes and demonstrations turned into a revolution. The Tsar ordered the Petrograd troops to supress unrest. There was widespread mutiny among the troops. Nicholas ordered the Duma be shut down – they refused and set up the Provisional Committee. In 1913 the Tsar celebrated 300 years of Romanov rule. Nicholas and his family felt confident enough to parade through the streets of St. Petersburg without fear which shows there wasn’t a strong opposition to them. This event was celebrated widely by the public which shows that the Tsars reputation had improved since the 1905 revolution. By 1914 the Duma had become an accepted part of national political life, which shows the old system of autocracy was changing. The Duma had a lot of potential to develop into a powerful force. The Duma was introduced to pacify opposition. There were four in all – some were more successful than others. Nicholas appeared to change his attitude towards them. In 1906 he spat on the idea of a constitution, 6 years later he wrote ‘the Duma is slower, but better, and lasting.’ By Jan 1917 over a million Russian troops were dead and four million had been wounded From Oc 1905 stabilty had largely been restored. In March 1906 Nicholas issued the Fundamental law which broke promised of the Oct manifesto and reasserted his authority. 28 th Feb 1917 – A group of left-wing parties set up the Petrograd Soviet which would look after soldiers and workers In 1914 Nicholas was strongly influenced by his wife Alexandra and Rasputin. This had disastrous consequences for the Tsar’s reputation over the next three years. By Jan 1917 workers in the cities were suffering – many were on the verge of starvation Jan 1917 – Rodzianko, President of the Duma, warned the Tsar that Russia was nearing a crisis point. Nicholas ignored the warning. 23 rd Feb 1917 – International Women’s day was marked with demonstrations and meetings demanding bread and fuel In 1915 Zemgor was formed to help the war effort. It provided supplies for hospitals and helped organise industries. Nicholas was suspicious and ignored them. 25 th February 1917 – Petrograd was paralysed by a General Strike - industry shut down Sep 1915 Nicholas appointed himself Commander-in-Chief of the armed forces. He was away from Petrograd for large periods of time. Alexandra constantly changed ministers causing instability in the government. Because she was German she was accused of selling secrets to the enemy. Jan 1917 the Okrhana warned the government about unrest and indicated that a revolution could happen at any moment.

5. A rise in the use of metal detectors has boosted the amount of treasure being found. This gold and silver Iron Age torc estimated at £350,000 is the most expensive item of UK treasure unearthed recently Wednesday, 19 November 2008 What is the object? What does it suggest about the Iron Age? Why is this object significant today? What is the object? What does it suggest about the Iron Age? What is the object? Evidence 2 Discover, Develop, Delight Differentiation by choice – students are allowed to pick where they start on the level ladder. Levelled answers are colour coded and match their level ladder in exercise books

6. “Their finest hour”- Did Londoners really have a wartime spirit? By the end of today you’ll be able to: Justify your views on the question Suggest reasons why they behaved in this way Describe the mood of Londoners during the Blitz Starter: Look at the photograph. Can you give it a caption? What is the ‘wartime spirit?’ Starter: Look at the photograph. Can you give it a caption? What is the ‘wartime spirit?’ Differentiation by learning objective – Levelled objectives are colour coded and match students level ladder in exercise books

7. We are now going to present our evidence to the class. You will need to discuss the 1 most important thing you learn from your evidence with the other pairs that share your topic. Cotton Industry Life Work Punishment When you present you must stand up and hold the card up. Start with “My evidence tells us that...” Differentiation by resource – students examine sources which are in colour coded groups and differentiated by reading age

8. What can you learn from Source A about people’s attitude to smuggling in the 18 th century? (5 marks) What can you learn from Source A? (i)Write the inference you can make from the supporting detail provided. (ii)Write the supporting detail that goes with the inference provided. What can you learn from Source A? (i)Write the inference you can make from the supporting detail provided. (ii)Write the supporting detail that goes with the inference provided. InferenceSupporting Detail One thing I can infer from Source A is that...(i) I can infer this because the villagers actually wanted to buy the smugglers goods and avoid customs duties. I can also infer that the villagers may have been threatened by the smugglers. I can infer this because... (ii) An illustration from the eighteenth century showing villagers turning to ‘watch the wall’ so that they cannot see the smugglers going past. Differentiation by resource – 4 colour coded resources which have more or less direction depending on ability.

9. What can you learn from Source A about people’s attitude to smuggling in the 18 th century? (5 marks) What can you learn from Source A? (i)Write another inference you can make here. (ii)Write the supporting detail that goes with your inference. What can you learn from Source A? (i)Write another inference you can make here. (ii)Write the supporting detail that goes with your inference. InferenceSupporting Detail One thing I can infer from Source A is that the villagers let the smugglers carry on with their business without hindrance I can infer this because the villagers actually wanted to buy the smugglers goods and avoid customs duties. I can also infer that... (i)I can infer this because... (ii) An illustration from the eighteenth century showing villagers turning to ‘watch the wall’ so that they cannot see the smugglers going past.

10. What can you learn from Source A about people’s attitude to smuggling in the 18 th century? (5 marks) What can you learn from Source A? (i)Write two inferences you can make. (ii)Write the supporting detail that goes with your inferences. What can you learn from Source A? (i)Write two inferences you can make. (ii)Write the supporting detail that goes with your inferences. InferenceSupporting Detail One thing I can infer from Source A is... (i) I can infer this because... (ii) I can also infer that... (i)I can infer this because... (ii) An illustration from the eighteenth century showing villagers turning to ‘watch the wall’ so that they cannot see the smugglers going past.

11. What can you learn from Source A about people’s attitude to smuggling in the 18 th century? (5 marks) An illustration from the eighteenth century showing villagers turning to ‘watch the wall’ so that they cannot see the smugglers going past.