Name: ALPS Target:

GCSE Grade (if applicable): AS ALPS target: Personal target:

Based on your overall GCSE performance: what is your most important skills and study targets for studying this essay based topic next year.

SKILL TARGET:

STUDY TARGET:

Russia Skills Strongly Agree Agree Neither Agree nor disagree

Disagree Strongly disagree

AO1a: I can use a wide range of accurate and relevant evidence.AO1a: I can accurately and confidently use appropriate historical terminology.AO1a: I can create clearly structured and coherent answers to questions.AO1a: I can communicate accurately and legibly.AO1b: I understand how to analyse key concepts within their historical context.AO2a: I can compare sources considering content and provenance.AO2a: I can evaluate sources using a range of provenance points.AO2a: I can analyse, evaluate the strengths and limitations of sources in relation to an interpretation.AO2a: I can integrate sources with contextual knowledge in analysis and evaluation.Study skills: I can take responsibility for my own learning, seek information and clarification independently and know when to ask for help.Study skills: I can keep up to date with deadlines and stay organised.

Communism/ Socialism/ Marxism

Fascism

ParamilitaryIndian Congress Party

Coalition Gold Standard

British Gazette Syndicalism

Black and Tans Trade Union

League of NationsKellogg-Briand Pact

National Government

Autocracy

Progressive Repression

Conciliation Home Rule

Bolshevik Colonial Secretary

DominionsConservative “Constitutionalist”

SovereigntyChancellor of theExchequer

During the course of this theme, you will be using a learning technique called Building Learning Power which is all about helping you learn better.It works by developing your ability to learn through exercising four different learning muscles. This booklet is designed to help you identify your four learning muscles and work with them.

The four different learning muscles seen in the brain opposite will have an image to help you identify them throughout the booklet.

Resilience: Engaging with the learning, absorption in the task; managing distractions, persevering; being prepared to get it wrong and learn from mistakes and sticking at it; even when it is hard.

Resourcefulness: Questioning; making links; imagining; reasoning; capitalising on the resources you have available and using them well.

Reflectiveness: Planning your learning; revising, monitoring and adapting; distilling (drawing out lessons from experience) and meta-learning (understanding learning and how you learn).

Reciprocity: Being ready, willing and able to learn alone and with others; balancing self reliance and sociability; collaborating; recognising and improving skills such as empathy and listening; imitation (picking up others’ skills, habits and values).

Aspect of the Topic Confidence Level? Target Churchill’s fear of Communism and social unrest.

His work as Chancellor of the Exchequer and the return to Gold in 1925.

Churchill’s attitude to the General Strike and his activities during the Strike, his attempts at conciliation.

The reasons why Churchill was not in office after 1929.

His contribution to the Abdication Crisis.

Source Exercise Theme Qu A /30

Qu B /70

Grade Key Target

Learning ObjectivesTo understand a. What Communism is and b. the issues of Post-War Europe Success Criteria

1. Ao1a: To be able to describe what Communism is and assess reasons why it may be unpopular and popular .

2. To assess why Communism was a threat in Post War Britain/ Europe .3. To explain why Churchill took the attitude to Russia that he did, with reference to sources .

Task 1: What is Communism?a) In your pairs, make a list of anything you have ever heard or know about:

Communism Marxism Socialism

Be prepared to feed back to the class.

Communism Marxism Socialism

b) INSTRUCTIONS: These phrases on your worksheet all relate to Communism. Can you work out what the theory of Communism is, and why it was unpopular?

A spectre is haunting Europe- the spectre of communism. “Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to

lose but their chains. They have a world to win. Working men of all countries, unite!” The theory of the Communists may be summed up in one sentence: the abolition of all

private property. Every form of society has been based ... on the antagonism of oppressing and oppressed

classes. "The history of all existing society is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes."

"Society as a whole is more and more splitting into two great hostile camps, into two great classes directly facing each other: Bourgeoisie and Proletariat"

What is the theory of Communism? What would people like about it? What would people dislike about it?

The point of Little Box Notes is that they give you a little summary of the main points of a topic without allowing you to write reams of unnecessary or irrelevant information. It can also be a handy revision tool (try to do it for the whole topic). EXTENSION: Where can you see evidence that a. Communism may increase in popularity? b. Churchill didn’t like Communism?

Box 1: Changes in the World (in this box summarise the changes that had happened in the status of various countries around the world. Use page 12 in your textbook.).

Box 2: Problems of the Coalition Government (amongst a summary of their problems, include what happened to the coalition government (use page 13-14).

Box 3: The economic downturn of the 1920s. (use page 14-15) Box 4: Read pages 22-27 and complete the following.

What happened to Tsarist autocracy? How did Britain get involved?

Do you think Churchill acted wisely? What did this do to views about Churchill?

Task 4: True or False or ComplexWhat have you learned from creating your Little Box Notes? Correct the statements below WITHOUT looking up the answers!Check your understanding- where statements are true, simplify them so they could be understood by a really stupid person with no understanding of history or political terms.

Statement True or False? Correction or SimplificationMany countries had moved to the left: in Italy there was a wave of strikes and rural revolts until Mussolini established a right-wing dictatorship, failed revolutions in Hungary and Germany- only Britain escaped unscathed from rumblings from the left wing.Fascist movements grew in popularity by those who were anti-Communist, with extreme paramilitary movements used in Italy and Germany by the old ruling classes to destroy the threat of communism. The Coalition government successfully dealt with all the domestic problems it faced: the strikes, the economic downturn following the initial post war boom and it managed to keep Ireland as a whole part of the United Kingdom.The Coalitions’ foreign policy was unsuccessful. It could not defend the peace, as Turkey rejected the Treaty of Sèvres, it could not prevent ugly violence against opposition in Ireland, Egypt, Iraq and India and it could not prevent nationalist movements like Gandhi’s Congress Party in India gaining support.European relations with the USA were close and supportive. The British were also enjoying a close relationship with France.The clashes between workers and state were minor and ended well for the Trade Unions. Churchill’s anti-Union stance meant he stubbornly refused to listen to all attempts at reconciliation and he was generally useless at helping the economy.Churchill’s encouragement of military intervention in the Russian Civil War (a sign that he was fervently anti-Communist as he was trying to help those fighting against the Bolsheviks in Russia) was misguided, as it was not only a failure but unpopular with those at home. Cabinet policy was so unclear that the British officers did not know if they were involved and PM Lloyd George was not willing to commit large forces. Churchill’s view was that it was a moral struggle between Good and Evil and he quickly became unpopular with the Labour Party (Macdonald referred to is as “his mad adventure”) and Lloyd George (who blamed it on his “Ducal Blood”).

Task 5: Complete the source exercise on page 27 (use lined paper). What kind of impression does it give you of Churchill’s anti-Communism?

Learning ObjectivesTo be able to explain Churchill’s attitude to unrest at home.Success Criteria

1. Ao1a: To work as a group to recall the work from section 1 .2. Ao1b: To assess threats, both perceived and actual to post war Britain .3. Ao2a: To use sources, critically, to support answer .

Task 1: The attitudes of others to Churchill’s anti-CommunismChurchill’s attitudes to Communism should be familiar to you from Section 2. Look at the following sources and try to draw some conclusions about how popular Churchill’s views were.CHALLENGE: Can you consider whether these sources demonstrate the popularity of Churchill’s views adequately?

How popular were Churchill’s views on Communism?

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Labour Leader, Ramsay Macdonald (Oct 1920)

“Churchill pursues his mad adventure as though he were Emperor of these Isles, delighting his militarists and capitalists with a campaign. We have been told one day that we are withdrawing our troops from Russia, and the next we read of new offensives, new bogus governments, new military chiefs as allies”.

Prominent cartoonist, David Low, cartoon published in London Newspaper “The Star”, 1927.

David Lloyd George, writing later.

“The most formidable and irresponsible protagonist of an anti-Bolshevik war was Mr Winston Churchill. He had no doubt a genuine distaste for Communism... his Ducal blood revolted against the wholesale elimination of Grand Dukes in Russia”.

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Task 2: Social Unrest in Britain 1919-1921.a) On this timeline, highlight i) where Churchill’s attitude to social unrest in Britain is firmly anti-left wing and ii) where the Government do not listen to his advice. It is also worth noting where the Government are taking an anti Trade Union stance.NOTE: During 1919 to February 1921, Churchill is Secretary of State for War and Lloyd George is still a Liberal PM in a Conservative dominated coalition (the Liberals had split- those that supported Lloyd George and those that supported Asquith. MPs supporting Asquith had no role in the Coalition cabinet, and it is interesting to note that Lloyd George is one of the few PMs who was not leader of their political party during their ministry).

January 1919 Troops and tanks appeared (which would have been sent by the government) in Glasgow during a strike for a 40 hour week and strike leaders were arrested.

July 1919 Major coal strike. Churchill urges the Government to use force, but his advice is ignored.

? 1919 Police strike in Liverpool was met by deploying troops.

September 1919

Over 50,000 troops were deployed during a rail strike in September 1919, though Lloyd George settled the strike by negotiation.

? 1919 Churchill was eager to recruit a Citizen Guard of opponents of socialism and trade unionism.

1918-1921 Irish unrest, where the Irish republican party (Sinn Féin) refused to take up their seats in the British Parliament and set up an independent Irish parliament, establishing a shadow government in Ireland. Specially recruited forces sent in to suppress unrest in Ireland (the Black and Tans) acted violently and brutally towards those dissidents (including executing without a trial various members of Sinn Féin suspected of murder). Churchill, according to a diary of a British soldier stationed in Ireland, saw ‘little harm in this’.

b) Was Churchill becoming a right-wing extremist? (Use the source evidence on page 28 to help you draw this conclusion, plus any previous knowledge)....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................c) Did Churchill have radically different views to the Government?...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Task 3: The Threatometera) Use the Threatometer on the next page to assess the threat levels of the following: the Russian Revolution of October 1917, the growth of Trade Unionism in Britain and the strikes of 1919-20,

syndicalism, coal strike in July 1919, police strike and rail strike the establishment of a government and parliament in Ireland claiming independence from Britain.

b) Add to your Threatometer where Churchill’s reaction to the event seemed too extreme to suit the issue.

Use this diagram to assess the threat levels that groups have on a regime. Remember, this is a subjective decision so be prepared to justify your point of view.

May lead to total

May lead to total anarchy

May lead to significant

May lead to significant disruption to goods/ services

May lead to open hostility to the regime.

May lead to quiet complaining

No

Revolution means a change in the way a country is governed usually a different political system, involving war or violence.

Anarchy means a situation in which there is no organisation and control.

Hostility means when people show they do not agree with or like something.

Learning ObjectivesTo be able to explain how Churchill returning Britain to the Gold Standard affected Britain’s economy, 1924-29 Success Criteria

1. Ao1a: To have understood what the Gold Standard is and be able to explain it. .2. Ao1b: To be able to explain why Churchill put Britain on the Gold Standard .3. Ao2a: To be able to analyse three different views on the Gold Standard and compare them as evidence..

Task 1: Churchill becomes Chancellor of the Exchequer?Read page 37 and answer the following questions:a) What is the Chancellor of the Exchequer?.......................................................................................................................................................................................................................................................................................................................................................................................................................................................b) Why was Churchill appointed Chancellor of the Exchequer?...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................c) Why was Churchill’s appointment surprising?...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Challenge: What does this Punch cartoon suggest about Churchill’s attitude to being Chancellor of the Exchequer?

Task 2: What is the Gold Standard?Create a diagram that explains the Gold Standard to someone very stupid indeed.It must include an explanation of what the Gold Standard was and the advantages and disadvantages of it. You have FIVE minutes to do so- so get started straight away. You can use textbook page 38.

Task 3: Pre-Churchill War Time Economic PolicyUse page 38 to say what happened to the Gold Standard during the war and what did that do to the economy in Britain? (make sure that you understand the word inflation)....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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...............................................................................................................................................Task 4: Back on the Gold Standarda) Why did Churchill put Britain back on the Gold Standard?...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................b) This is a diagram of the winners and losers of those who were back on the Gold Standard. Explain why they were winners and losers.

c) Use sources A, B and C on page 40 to explain the consequences of the Return to Gold (make sure that you show which source you’ve got this information from).

Advantages Disadvantages

Task 5: Comparing sources as EvidenceUse this table to help you compare the sources as evidence.

Source A: Leading Economist of the time B: Churchill Archive C: Leo Amery

Own knowledge (support or challenge?)

Content (Message)

Purpose

Type

Provenance

Learning ObjectiveTo be able to explain Churchill’s attitudes to the General Strike, with reference to source material .Success Criteria

1. Ao1b: Analyse how different events may have had an impact on attitudes to the General Strike .2. Ao2a: Consider what sources have to say about attitudes to the General Strike .3. Ao2a: Improve source skills when comparing sources (Document Question A practice) .

Task 1: The General Strike (note taking)Reading page 41-43 of the textbook, and the chronology of the General Strike that follows this task, create some notes on the General Strike that help you understand:

What the events of the General Strike were. What the causes of the General Strike were. What the impact of the General Strike was. Why the General Strike was unsuccessful.

The General Strike 1926

In May 1926 Britain’s' miners walked out and in a move of solidarity other industry workers joined them, creating the first ever general strike in Britain. Was Britain on the verge of a revolution? Chronology of events Tuesday 4 May 1926: A general strike is called by the Trades Union Congress (TUC) to support the miners in their quarrel with the mine owners, who want to reduce their wages by 13 per cent and increase their shifts from seven to eight hours. Huge numbers of road transport, bus, rail, docks, printing, gas and electricity, building, iron, steel, chemicals and coal workers stay off work. JH Thomas, a trade unionist and MP, says: 'God help us unless the government wins'.Wednesday 5 May: The government acts aggressively against the strike and tries to exert greater control over the media. It attempts to take control of the BBC and publishes a newspaper - 'The British Gazette'. The government also sends a warship to Newcastle, and recruits 226,000 special policemen.

Thursday 6 May: Middle-class volunteers get some buses and trains, and the electricity working. A few buses are set on fire, and there are fights between police and strikers in London, Glasgow and Edinburgh. Stanley Baldwin, the prime minister, declares the strike an attack on Britain's democracy.

IMPORTANT: You will need to ensure that the following key terms are well understood: Syndicalism, Gold Standard, Trade Unions, Triple Alliance, Trades Union Congress, General Strike, and the British Gazette. Make sure the meaning for this term is clear in your notes.

Friday 7 May: Police and strikers clash in Liverpool, Hull and London. The government calls the army to London. It also seizes all supplies of paper, which hinders publication of the TUC's paper, 'The British Worker'. The TUC is embarrassed when Russian trade unionists send a large donation and it is sent back.Saturday 8 May: Police make baton-charges on rioting strikers in Glasgow, Hull, Middlesbrough, Newcastle and Preston. The number of volunteers increases. The army escorts food lorries from the London docks. Secretly, JH Thomas has talks with the mine owners.Sunday 9 May: The Roman Catholic Church declares the strike 'a sin'.Monday 10 May: Some textile workers join the strike. Strikers in Northumberland derail the Flying Scotsman train. Baldwin declares that Britain is 'threatened with a revolution', and the government arrests 374 Communists. Tuesday 11 May: The TUC, led by JH Thomas, calls off the strike. The strikers are taken by surprise, but drift back to work.

The miners struggle on alone until November when they are forced to go back to work for less pay and longer hours.Why was there a general strike in 1926?1. Trade Union militancy - 1910-1912 was a period of industrial unrest, and in 1913 the miners', railwaymen's and transport workers' unions formed the Triple Alliance. This included a promise to support each other if there was a strike, although, in fact, on 15 April 1921 - Black Friday - the railway and transport unions failed to support the miners when the mine owners reduced their wages and increased their hours of work. 2. Economic Depression - there were problems in the economy after the war, and in 1925 the government returned to the gold standard - it tied the value of the pound to the amount of gold in the Bank of England. This caused a depression and reduced exports, especially of coal. 3. Fear of Communism - in 1924 the 'Daily Mail' published a supposed letter from the Russian Communist leader Zinoviev to British communists, urging them to start a revolution. It was a forgery, but it frightened middle-class people, and made them determined to oppose the demands of the workers.4. Problems in the Coal Industry throughout the 1920s - The industry was out of date. Workers were still using pickaxes; only a fifth of the coal was cut by machine. The mine owners response to the Depression was not to modernise, but to cut wages and increase working hours (1921).In 1925, the mine owners tried to cut wages and increase hours again. The Triple Alliance threatened a general strike, so on 31 July 1925 ('Red Friday'),

the government paid a nine month subsidy to prop up wages.In March 1926, the government's Samuel Commission suggested cutting wages, but not increasing hours. Both miners and mine owners refused this compromise. Mine owners began drawing up plans to increase hours and cut pay. At the TUC conference on 1st May 1926, a general strike was planned to start two days later. The TUC and the government began negotiations. When print workers refused to print an edition of the 'Daily Mail' attacking the miners as 'a revolutionary movement', negotiations collapsed, and the General Strike went ahead as planned.

Results of the General StrikeThe miners were defeated.The TUC was ruined - membership fell from 5.5 million in 1925 to only 3.75 million in 1930.The Trades Disputes Act of 1927 made general strikes illegal.

The Labour Party won the 1929 election.The General Strike was a failure because:The Government was ready and had spent the nine months when it was paying the subsidy preparing. It set up the Organisation for the Maintenance of Supplies (OMS) under Winston Churchill to defeat the strike. It took a very aggressive line against the strike using both propaganda statements and army/police action.The middle class opposed the strike. The incidents of violence and evidence of support for the strike from communists frightened the middle classes. Many of them volunteered as strike-breakers, although others were just fulfilling boyhood dreams to be a train driver or bus driver.The Labour leaders betrayed the strikers. The Labour Party and the TUC leaders were frightened by the strike.

Task 2: The Attitudes displayed by others towards the General Strike.

a) What does this cartoon (published after the General Strike has failed) indicate the cartoonist thought about the General Strike? (think about the phrase ‘Constitutional Government’ and remember that this is from Punch magazine).

Was this the vision betrayed by the Labour Party?

b) What attitudes are displayed towards the workers in this series of events? How might the workers react?

Event What happened as a result?

How did it affect attitudes to the workers,

How might / did the workers react?

Sankey Commission (John Sankey chaired the commission that recommended nationalisation of the coal industry in 1919). Lloyd George rejected its recommendation.

Industry had been nationalised during the war, a subsidy was provided after the war to cushion the workers against falling prices and wages because of foreign competition BUT the government needed to cut back spending and unemployment was rising...

Read page 42 to help you but consider what might make the coal industry more competitive, and economic issues at home.

1925: The ‘Return to Gold’.

Made coal exports more expensive, particularly against German and Polish coal- this meant that sales of British coal abroad dipped sharply.

Consider again, how the industry might become more competitive against foreign imports.

1926: the Samuel Commission- recommended the reorganisation of the coal industry rejecting

The subsidy continued, but only for a year- this meant the government could make preparations for strike action, they drew up plans to stockpile

nationalisation- also recommended the government subsidy should be withdrawn and that miners’ wages should be reduced to make the industry be more profitable.

essential supplies and enlisted volunteers to run key services.The crisis was predicted to come in 1926, when they were no longer protected by the subsidy.

Growing unemployment meant that other unions were less willing to support the miners.

They backed down from a confrontation in 1925. However, the TUC supported a miners’ strike in 1926.

How might the other unions feel towards the coal workers as a result?

Government attempted to negotiate.

The refusal of the Daily Mail printers to print an anti-union article raised the issue of whether this was strike over pay and hours or a strike over the power of trade unions.

What might Churchill’s attitudes have been?

Task 3: Source ExerciseWhat are the differences between these two sources, both expressing Churchill’s views?

Source A: The Chancellor of the Exchequer expresses his view about the Strike to the House of Commons.

The miners of course have a right to strike. But that is an entirely different thing from the concerted, deliberate organised menace of a General Strike in order to compel Parliament to do something which otherwise it would not do. However, when the threat of a national strike is withdrawn we shall immediately begin, with the utmost care and patience to talk with the unions again and undertake the long and laborious task which has been pursued over these many weeks, of trying to rebuild on solid economic foundations, the prosperity of the coal trade. That is our position.

Churchill, speech, 2 May 1926, Churchill archives.

Source B: Churchill writing in his official newspaper.

This is the most destructive industrial disturbance which this country has experienced in generations. The trade unions have become the tool of the Socialist Party and have brought politics into industry in a manner unknown in this country before now. The extremists are able on every occasion to force the moderates into violent action. Moscow influence and Moscow money have droned the voice of reason and good feeling. A General Strike is a challenge to the State, to the Constitution and the to the nation. There is no room for compromise.

Churchill, article, The British Gazette, 4 May 1926.

Consider: who he was addressing, the nature of each source, and what had changed between the two sources. (note: use the information about the British Gazette to help you). Complete this task on paper.

Task 3: What kind of politician was Churchill?a) Use pages 42-43 to add evidence to this table about what kind of politician Churchill was:

Ideologue, committed to rhetoric and extreme solutions.

Mature politician ready for compromise and negotiation.

b) What other conclusions we can draw from the General Strike

Possible/ Perceived threat Was it really a threat?Threat of syndicalism

Miners being used as an excuse to exercise political power.

Press freedom threatened by strike action.

TUC’s extensive plans for co-ordinated strike action.

Social Revolts

Final Task: A Cartoon of Churchill during the General StrikeCreate a cartoon about the General Strike, showing what Churchill thought of the working class, and what people thought of Churchill as a result. If you need a prompt, use page 43 of your textbook.

Learning ObjectiveTo be able to answer a question A exam question, using own knowledge and an understanding of the mark scheme .Success Criteria Challenge Success Criteria

1. (Ao1a) To be able to use own knowledge to analyse the sources

1. Own knowledge is detailed and accurate, a wide range of evidence is used

2. (Ao1a) To write a structured answer to a Question A

2. Structure should be clear and coherent with accurate and effective literacy

3. (Ao2a)To use the content and the provenance of the sources to evaluate their value

3. To use both content and provenance in a way that directly applies to the question

4. (Ao2a) To use a range of provenance points in order to develop an argument

4. Thorough assessment, should include a wide range of provenance points (but not necessarily all of them)

Content and Provenance PointsPROVENANCE POINTS USEDAuthor o Type of source o Motive/ Purpose o Reliability oIntended audience o When written (be very careful) o

CONTENT POINTS USEDMessage o Tone o Type of source o Accuracy o Links to issue/ relevance Typicality

Task 1: What does the question want me to do?We are going to be working on the January 2012 exam paper. Look at the first question.

In your own words, write what the exam board want you do in order to answer this question. Use the mark scheme to help you.

Improved answer from class discussion.

Task 2: The Content of the SourcesOn your copy of the sources, draw similarities and differences between the sources. It is best to annotate the sources to do so (note: you can do this in an exam).Remember: Message/ Tone/ Type of source/ Accuracy (this is where your own knowledge comes in)/ Links to issue or relevance/ Typicality

Don’t forget the key issue in the question (Churchill’s attitude to Communist Russia). Be sure that this is your focus.

Task 3: The Provenance of the SourcesOn your copy of the sources, annotate what points you would raise to assess the provenance of the sources. Remember this list: Author/ Type of source/ Motive/ Purpose/ Reliability/ Intended audience/ When written (be very careful- make sure that you explain how the time it was written affects the value of the source).

Don’t forget the key issue in the question (Churchill’s attitude to Communist Russia). Be sure that this is your focus.

Task 4: Assessing the value of those sources as evidenceConsider your annotations above and any of the other things you think about these sources and write down what you think the value of each source is in comparison to the other (e.g. which one is the best, most useful, most relevant most revealing type of evidence).

Task 5: Preparing to write your answer.Look at the comments from the examiner’s report of June 2013.

a)

Make a list of examiner’s do’s and don’ts.

Do Don’t

Any points from the class discussion

b) Plan your answer below

Point for comparison A B

Learning ObjectiveTo be able to answer a question B exam question, using own knowledge and an understanding of the mark scheme .Success Criteria Challenge Success Criteria

1. (Ao1a) To be able to use own knowledge to compare sources in relation to an interpretation

1. Own knowledge is detailed and accurate, a wide range of evidence is used

2. (Ao2a)To analyse the strengths, limitations and utility of sources in relation to an interpretation

2. Developing grouping and comparing sources using source evaluation techniques

3. (Ao2b) To be able to explain, analyse and evaluate, with reference to historical context, why events/ people have been represented in different ways

4. (Ao1a+b) To create a judgement using the content, context and provenance of the sources

3. To use synthesis (both context and source analysis) together, to evaluate the interpretation To use cross referencing between sources/ groups of sources to help form an argument

4: Consider the mark scheme, and attempt to be as high up it as possible

Content and Provenance PointsPROVENANCE POINTS USEDAuthor o Type of source o Motive/ Purpose o

CONTENT POINTS USEDMessage o Tone o Type of source o Accuracy o Links

Reliability oIntended audience o When written (be very careful) o

to issue/ relevance Typicality

Task 1: What does the question want me to do?Use your copy of the mark scheme, and the question, in order to explain what the question wants you to do.

In your own words, write what the exam board want you do in order to answer this question. Use the mark scheme to help you.

Improved answer from class discussion.

Task 2: How do the sources support and challenge the view in the question?

On your copy of the sources, read through the sources and see if you can identify where there is support and challenge for the interpretation in the question- in this case, do the sources show that Churchill was too blinded by his fear of Communism to see the real needs of the working class.

Task 3: Putting the sources into context

A common mistake made by students is the exam is the one explained on this poster- where students write a detailed analysis of whether or not Churchill was blinded his fear of communism etc. using their own knowledge very nicely and supporting their answer from the sources. The question is actually asking you to say how successfully the sources support the view in the question- not what you think of the view in the question!

Using the textbook, your notes and your own knowledge, annotate the sources with what you know that either supports or challenges what is in the source.

Task 4: Evaluate your sources, weak or strong support or challenge?

This is the bit that can sometimes confuse students.Task 2 had you identifying whether your source supports or challenges the interpretation in the question.Now you need to consider whether the support or challenge it gives to the sources is strong (e.g. a reliable, balanced source, that is completely accurate) or weak (e.g. a one sided source, blatantly wrong, with several reasons not to trust the view it gives you)

Consider all your provenance points from last lesson (they are listed in your success criteria) and consider how they affect the value of that source and therefore, how well the sources support or challenge the interpretation.Task 5: Group your sources

The mark scheme puts a lot of emphasis on grouping your sources in order to answer the question. You should use those groups to help you analyse the sources and produce and structure your answer. You should cross reference within those groups to help you analyse the

1. Identify similarities and differences between the sources.2. Decide on which sources you are going to group together.3. You’ve already evaluated the individual sources. Now evaluate the group as a whole- do

they all together provide strong or weak support for the interpretation in the question?

Task 6: The Examiner’s Report

A key part of your analysis should always be whether what you know agrees or disagrees with the source and what that does to the extent that source supports or challenges the view in the question. The examiners warn against a formulaic approach to answering the question- and good own knowledge will show that you know your stuff, rather than relying on a formula.

Like in the

question A section, create a list of dos and don’ts from the examiner’s report.

Do’s Don’ts

Task 7: Plan your answerUse the following box to plan you answer. Try to show your groups and how you are planning to use them.

Task 8: Write your answer on lined paper

Learning ObjectiveTo be able to explain and assess the various post war issues that Churchill had regarding Britain’s Empire after the First World War (Ao1a and b) .Success Criteria

1. Ao1a: To be able to explain the issues of defence and disarmament..2. Ao1a: To practice literacy skills.3. Ao1b: To be able to explain the troubles in Ireland and their resolution .4. Ao1b: To assess threat levels on a threatometer, with explanations of the issues..

Task 1: Defence and DisarmamentRead through this section of text on Churchill dealing with defence and disarmament post WW1 and correct the deliberate mistakes. This tests your speed reading and accuracy of literacy (both important skills in History). It will also test your reading for meaning.

Churchill (in 1914) was Minister for War and Ear. He needed to demobilise over 3,500 men and women in the armed farces.

There had been disturbances in the force and protest about being sent overseas. This may have threatend Churchill’s concerns about threats to discipline and order, but he responded with a ‘Last in, First out’ scheme, which demobilised longer serving members of the armed forces first. This worked well. and mutinies subsided.

War had also led to huge costs. He needed to cut expenditure which he did by increasing the size of the RAF (Royal Air Face). Britian ceased to be leading air power that it had been in 1819 and by 1921 only had three independent air squadrons to the French forty-seven. Churchill also rejected a proposal for government help to promote civil aeration. Solving the short term political objectives was prioritised.

In 1919, churchill proposed the Ten Year Rule. Both the mood of the nation and politcal pressue was for reduction of defense capacity and Churchill adopted a radial solution. The spending on defence was now based on the idea that the British empire, for the next decade, would not take part in any major war. This remained the basis of British defence policy under successive govamints until 1932.

Task 2: Ireland in the British EmpireWhat do you know about the History between Ireland and Britain? Summarise it in this box.

Task 3: A Brief History of IrelandUse this map of Ireland, the textbook you will be provided with and the subsequent explanation to explain what happened between Britain and Ireland before Churchill’s involvement in the 1920s. Use this page to make your notes.

Task 2: Ireland, Repression or ConciliationComplete the table below on what happened in Ireland. Ensure that all your key terms (in bold) are defined (on a separate piece of lined paper). Use your notes and page 30-31. Make sure it is clear where it is Churchill doing the conciliation or the repression.Pre 1919

Event/ group or concept (describe the event/ group or concept below)

Was it a threat? Were they dealt with using repression?

Were they dealt with using conciliation?

The Home Rule

movement

The Home Rule party

The arming of the Ulster Unionists and the Irish Nationalists

Ireland rallying to British cause during the First World War

The extreme nationalists seeking German help and getting involved in the Easter Rising/ Rebellion in 1916.

Post 1919

Event/ group or concept (describe the event/ group or concept below)

Was it a threat? Were they dealt with using repression?

Were they dealt with using conciliation?

Sinn Fein’s opposition to British rule.

Ulster being given its own parliament within the UK.

Foreign views on Britain as a result of troubles with Ireland

Inability of Britain to defeat the Irish Republican Army (IRA) or win ‘hearts and minds’

May 1921, Truce urged by Churchill. Negotiations ensured.

The Signing of the Anglo Irish treaty of 1921

On lined paper: Did Churchill act wisely over Ireland? Was he rational or a tyrant?

Task 3: Add the Irish Problem to the International Threatometer on the next page.

Use this diagram to assess the threat levels that groups have on a regime. Remember, this is a subjective decision so be prepared to justify your point of view.

May lead to war or major armed conflict.

May lead to complete change (either in Colonial issues or international prestige)

May lead to significant rebellions to be put down through use of troops.

May lead to rebellions that can be squashed at a local level by local law and order.

May be solved peacefully through negotiations/ concessions.May lead to quiet complaining

No

Learning ObjectiveTo be able to explain and assess the various post war issues (Colonies, Turkey) that Churchill had after the First World War (Ao1a and b) .Success Criteria

1. Ao1a: To be able to explain the issues of colonial matters- specifically Turkey .2. Ao1a: To practice literacy skills.3. Ao1b: To be able to explain Churchill’s loss of office .4. Ao1b: To assess threat levels on a threatometer, with explanations of the issues .

Task 1: Correct the StatementRead through this section of text on Churchill dealing with colonial matters post WW1 and correct the deliberate mistakes. This tests your speed reading and accuracy of literacy (both important skills in History). It will also test your reading for meaning.

Churchill (in 1921) was maid colonial secretary. He was highly interested in the middle east and set up a seperate middle east department. The newly acquired lands of Iran and Transjordan were transferred to the control of pro-British rulers, Feisal and Abdullah respectively. British troops were withdrawn once intial control had been established. Winston had been more successful in Palestine. The wartime Balfour Declaration had promised to restore the Jews’ biblical homeland in Palestine. However, the Colonial office had to think about Arab interests and a white paper of 1922 tryed to settle the situation by confirming Jewish rites and stating that the Arab population of Palestine would not come under Jewish jurisdiction or be members of a Jewish state. This was a compromise that gave neither Jews nor arabs control, but did give them rights.Churchill was an able negotiator and in both cases tried to work out a situation that both groups would be happy with. He was seen as doing so well by contrmporaries in spite of (particularly in Ireland) a period of violence followed by an inconclusive settlement. In the meantime, Southern Ireland accepted Free State status and Norhterhn Ireland remained part of England. In Palestine there was an attempt to reconcile the interests of the Arabs, the former subjects of the Ottoman Empire, with the Jewish immigrants.

Task 2: Complete the Little Box Notes on the A3 sheet.

Task 3: Add the problems with Turkey to the International Threatometer that you used for Ireland.

Task 4: Complete the Extension Task below: To what extent do you think Churchill’s actions as Colonial Secretary and Minister for War and Air were successful? Try and explain your answer with as much reference to source material as you can.

Learning ObjectiveTo be able to assess the contribution that Churchill made to the abdication crisis of 1936.Success Criteria

1. (Ao1) To be able to describe the events of the abdication crisis.2. (Ao2a) To analyse the documents in order to assess the contribution that Churchill made to the abdication

crisis.3. (Ao2a) To compare the documents as evidence.

Quick Recall: The Reasons why Churchill was out of office from 1929.Annotate this image of Churchill to explain why he was out of office from 1929.

Task 1: Create an eight box storyboard of the Abdication Crisis. Use page 60-61 to help you.

Task 2: The People, The Politicians and Churchilla) Complete the following table using the video evidence and the textbook, pages 60-61 including the sources.

What evidence can you find of what the people think?

What evidence can you find of what the politicians thought?

What evidence can you find of what Churchill thought?

b) Were Churchill’s actions right?...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

c) Do Churchill’s actions explain why he was unpopular with the British establishment?................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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Task 4: The Documents. How do sources B and C compare with Source A in their view of support for the King in parliament and country? EXTENSION TASK “Churchill was wrong and misguided to support Edward VIII in the way that he did”. How far do these sources support this interpretation?

Source C: A modern historian describes one of Churchill’s bleakest moments.

When the House of Commons met on Monday 7 December it was apparent that its members had taken the pulse of their constituents, and found that the King had little support.

Churchill had not done this. After Baldwin made a statement, Churchill rose and asked for an assurance that no irrevocable step would be taken before the House had had a chance to discuss the matter. To his astonishment he found, as he said later ‘that it was physically impossible to make myself heard’. He was shaken by the hostility of the House and on his way out said that his political career was finished.

Source B: The diarist and former diplomat Harold Nicolson wrote in his diary, 3 December 1936

I do not find the people angry with Mrs Simpson, but I do find a deep and enraged fury against the King himself. In eight months he has destroyed the great structure of popularity which he had raised.

Source A: Churchill, a public statement on the royal crisis, 5th December 1936.

I plead for time and patience. The nation must realise the character of the constitutional issue. There is no question of any conflict between the King and parliament, parliament has not been consulted in any way, nor allowed to express any opinion. The question is whether the King is to abdicate upon the advice of the ministers of the day. No such advice has ever been tendered to a Sovereign in parliamentary times.

If an abdication were to be hastily extorted the outrage so committed would cast its shadow forward across many chapters of the History of the British Empire.

The matter is pregnant with calamity and all the evil aspects will be aggravated beyond measure if the utmost chivalry is not shown by ministers and the British nation to a gifted and beloved King.

Some Cartoons about Winston Churchill in the 1920sDo you know what they are about? Can you explain them?

1926 Punch Cartoon

1924 Punch Cartoon

1925 Punch Cartoon

1925 Punch Cartoon