This document provides guidance on how to structure an answer to an "explain why" question for a GCSE Modern World History exam. It advises students to cite multiple reasons for the result and explain how each reason produced the result. An example is given of explaining why the Bolsheviks grew in popularity between March and November 1917. Students are told to suggest at least two reasons, back each with a fact, and thoroughly explain how each reason increased the Bolsheviks' popularity using causal links. Finally, students are instructed to write two more paragraphs following this structure and then peer-assess each other's essays.
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY 1939? A presentation which includes: Hitler's aims, his steps to war, and the failure of the appeasement policy.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE K...George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE KOREAN WAR.
The Korean War was a war between North Korea (with the support of China and the Soviet Union) and South Korea (with the support of the United Nations, principally from the United States). The war began on 25 June 1950 when North Korea invaded South Korea following clashes along the border and insurrections in the south. The war unofficially ended on 27 July 1953 in an armistice.
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY 1939? A presentation which includes: Hitler's aims, his steps to war, and the failure of the appeasement policy.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE K...George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE KOREAN WAR.
The Korean War was a war between North Korea (with the support of China and the Soviet Union) and South Korea (with the support of the United Nations, principally from the United States). The war began on 25 June 1950 when North Korea invaded South Korea following clashes along the border and insurrections in the south. The war unofficially ended on 27 July 1953 in an armistice.
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
CAMBRIDGE IGCSE HISTORY REVISION 5 GERMANY AND WEIMAR REPUBLIC 1919 1933George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 5 GERMANY AND WEIMAR REPUBLIC 1919 1933. A presentation containing: Weimar republic, three phases of the Weimar republic, problems and instability facing Weimar republic 1919 - 1923, Nazi origins and beliefs, causes, events and results of the Munich Putsch, survival of the Weimar republic, Nazis in the wilderness, factors helping Hitler to come to power.
Lesson 1 of 4: The Rise of Hitler - Circumstances in Germany
In this lesson, we studied how the circumstances in Germany contributed to Hitler's rise to power. First, we made connections between what we studied in Chapter 1 (Treaty of Versailles and the League of Nations) and the start of Chapter 3. Then, we looked at the three major issues in Germany: the weakness of the Weimar Government, the problem of hyperinflation, and the severe impact of the Great Depression.
Overview of the Cold War. Adapted from "Cold War in a Global Context" by William J. Tolley, "The Cold War" by T. Sothers and Hugh 07, and "Second Red Scare" by Paul Kitchen.
A PowerPoint written for a lesson designed to help pupils answer extended writing questions found in GCSE Science Post 2011 specs.
Resources can be found here:
CAMBRIDGE HISTORY: SOURCES. Contains elements about how to write the exam: what to do first, understanding sources, understanding cartoons, compare and contrast sources, mini-essay synthesis of all sources, how to approach the mini-essay, write the answer, conclusion.
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
CAMBRIDGE IGCSE HISTORY REVISION 5 GERMANY AND WEIMAR REPUBLIC 1919 1933George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 5 GERMANY AND WEIMAR REPUBLIC 1919 1933. A presentation containing: Weimar republic, three phases of the Weimar republic, problems and instability facing Weimar republic 1919 - 1923, Nazi origins and beliefs, causes, events and results of the Munich Putsch, survival of the Weimar republic, Nazis in the wilderness, factors helping Hitler to come to power.
Lesson 1 of 4: The Rise of Hitler - Circumstances in Germany
In this lesson, we studied how the circumstances in Germany contributed to Hitler's rise to power. First, we made connections between what we studied in Chapter 1 (Treaty of Versailles and the League of Nations) and the start of Chapter 3. Then, we looked at the three major issues in Germany: the weakness of the Weimar Government, the problem of hyperinflation, and the severe impact of the Great Depression.
Overview of the Cold War. Adapted from "Cold War in a Global Context" by William J. Tolley, "The Cold War" by T. Sothers and Hugh 07, and "Second Red Scare" by Paul Kitchen.
A PowerPoint written for a lesson designed to help pupils answer extended writing questions found in GCSE Science Post 2011 specs.
Resources can be found here:
This is a simple powerpoint presentation meant to be used as a revision tool or for the purpose of self-learning. This covers the different techniques of answering SBQ questions and how to identify and recognise what type of question it is and which asnwering technique to use.
Running head MOVEMENTS IN ART1MOVEMENTS IN ART2.docxtoltonkendal
Running head: MOVEMENTS IN ART 1
MOVEMENTS IN ART 2
Outline of Movements in Art
Tiffany Johnson
Art 101: Linda King
06/27/16
Outline of Movements in Art
1. Renaissance Movement (1300 to 1600)
a. Description- Renaissance was a period of re-birth of knowledge, which was characterized by increased scientific research, art and creativity. This event took place from 1300 to 1600, and served as a cultural bridge between the Middle Ages and the modern times (Huntsman, 2015). This art movement therefore marries the modern and Middle Age artistic practices.
b. Artwork Significant to the Movement
i. Michelangelo, David Sculpture, 1504, Italy
ii. Leonardo Da Vinci, Mona Lisa, 1503, Italy
2. Baroque (1600 to 1750)
a. Description-The baroque movement was a period that was characterized by the emergence and spread of counter-reformation. The spirit of counter-reformation was expressed in art and writings. In addition, baroque artists used styles that had exaggerated motions. They were also expressed clearly in a way that showed tension and excitements (Huntsman, 2015). This the art movement that played an important in expressing tensed feelings to the audience.
b. Artwork significant to the movement
i. Rembrandt, The Return of the Prodigal Son, 1669, Netherlands
ii. Nicolas Poussin, The Death of Germanicus, 1628, France
3. Romanticism (1790 to 1850)
a. Description-Romanticism was an art movement that was characterized by philosophical shifts in ideas and forms that established the basis of art. It was an intellectual movement that arose from a lingering impact of the rebellion against the autocratic regimes that started with the French Revolution (Huntsman, 2015).
b. Artwork significant to the Period
i. William Blake, The Ghost of a Flea, 1820, England
ii. John Constable, The Hay Wain, 1821, England
4. Impressionism (1875 to 1925)
a. Description
This was an art movement that started as a loose group of Paris-based artists whose independent exhibitions attracted them together and brought them to the limelight in 1880s. This movement is also drawn from the title of a Claude Monet works. This aroused the critic to develop the term in a satirical article that was publicized by Le Charivari (Huntsman, 2015). Some of the main features of impressionist works include visible brush strokes, open composition, and stressing on light and its changing characteristics.
b. Artwork significant to the movement
i. Edgar Degas, The Little Dancer of Fourteen Years, 1881, France.
ii. Claude Monet, The Water Lily Pond, 1899, France.
5. Modernism (1890 to 1940)
a. Description
Modernism is an art movement that was marked by the intentional departure from the traditions and the utilization of innovative kinds of expressions that made them distinct from other styles in the nineteenth and twentieth century (Lewis & Lewis, 2013). It commonly refers to the renewed interests in the new forms of paints and other materials to express feelings and ideas. It also creates abst ...
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Answering the
‘Explain …’ question
Hodder Education Revision Lessons
Click to
continue
2. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Principles
Your teacher asks the pupil: ‘Explain why you failed
to finish your homework.’
He answers: ‘My mum was ill.’
That’s not an explanation – it’s a reason.
Click to
continue
3. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Principles
An explanation is a series of ideas, joined by the
word ‘so’, which link the reason to the result, thus:
‘My mum was ill so I had to go to hospital with her
so I got home late so I didn’t have time to work so
I failed to finish my homework.’
Click to
continue
4. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
lain
exp
.
o
is t
sult
e re
tion
a
o th
lan
t
exp
GH question
You answerood ‘Explain …’
the
ROU
g
oa
T TH
t
ey in muchGH same way!
I
ek
n R the
Th
aso
e re
h
mt
fro
Click to
continue
5. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
You are going to get a question which asks you to
explain something, for example:
‘Explain why the Bolsheviks grew in
popularity between March and November
1917.’
Note that the ‘result’ it is asking you to explain
is the Bolsheviks’ popularity.
Click to
continue
6. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
The mark scheme says that this is how you are
going to earn the 6 marks:
• Cite a number of reasons for the stated result.
TIP
• Explain (with relevant facts) how the reason
‘Why’ needs ‘reasons’ –
produced the result.
‘How’ needs ‘ways’
Note that you must make sure that you know what result you
are trying to explain;
many pupils explain the wrong thing!
Click to
continue
7. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
You are advised to spend
10 minutes maximum
on this question.
Click to
continue
8. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
So, let’s begin …
Can you think of any reasons?
Explain why the Bolsheviks grew in popularity
between March and November 1917.
Click to
continue
9. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
I can think of LOADS!!!
An efficient
They had a They helped
defeat Kornilov
party published
private army –
Lenin
Russia was
organisation Theses Red Guards
the
the April
losing the war
They took People in the
control
They set up Pravda
Lenin returned to
of the
towns were Russia from exile
– a propaganda
Petrograd Soviet
starving
newspaper
in Switzerland
Explain why the Bolsheviks grew in popularity
between March and November 1917.
Click to
continue
10. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
I can think of LOADS!!!
But you only need to think of TWO!
An efficient
They had a They helped
defeat Kornilov
party published
private army –
Lenin
Russia was
organisation Theses Red Guards
the
the April
losing the war
They took People in the
control
They set up Pravda
Lenin returned to
of the
towns were Russia from exile
– a propaganda
Petrograd Soviet
starving
newspaper
in Switzerland
Explain why the Bolsheviks grew in popularity
between March and November 1917.
Click to
continue
11. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Let’s take just one of them …
• Can you think of a fact
to go with it?
Smuggled by the
Germans, April 1917
– Provided the ideas
– The April Theses
were very popular
– Figurehead
– Accepted leader
…
te
• And how did Lenin help to
ri
make the Bolsheviks popular? o w
t
dy
ea
They set up Pravdar
Lenin returned to
– a propaganda
Russia from exile
’re
newspaper
in Switzerland
ou
y
d the Bolsheviks grew in popularity
Explain why
An
between March and November 1917.
Click to
continue
12. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Start off …
The first reason the Bolsheviks
grew in popularity was because …
Smuggled by the
Germans, April 1917
– Provided the ideas
– The April Theses
were very popular
– Figurehead
– Accepted leader
Lenin returned to
Russia from exile
in Switzerland
Explain why the Bolsheviks grew in popularity
between March and November 1917.
Click to
continue
13. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Add the reason …
The first reason the Bolsheviks
grew in popularity was because …
Lenin returned to Russia from exile
in Switzerland.
Smuggled by the
Germans, April 1917
– Provided the ideas
– The April Theses
were very popular
– Figurehead
– Accepted leader
Lenin returned to
Russia from exile
in Switzerland
Click to
continue
14. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Add the fact …
The first reason the Bolsheviks
grew in popularity was because
Lenin returned to Russia from exile
in Switzerland.(smuggled by the
Switzerland
Germans, April 1917).
Smuggled by the
Germans, April 1917
– Provided the ideas
– The April Theses
were very popular
– Figurehead
– Accepted leader
Click to
continue
15. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Finally, add the explanation …
The first reason the Bolsheviks
grew in popularity was because
Lenin returned to Russia from exile
in Switzerland (smuggled by the
Germans, April 1917). This helped
their popularity because Lenin
provided the ideas, especially the
April Theses which were very
popular. He was a prominent
figurehead and the accepted leader,
so that helped their image.
– Provided the ideas
– The April Theses
were very popular
– Figurehead
– Accepted leader
Click to
continue
16. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
(Yournowsecond reason.
… is teacher you advise you to add a third reason.)
And the all mightneed …
A third reason the Bolsheviks grew
The first reason thethe Bolsheviks
second reason Bolsheviks
in popularity was was because …
grew in popularitybecause …
Lenin returned to Russia from exile
in Switzerland (smuggled by the
Germans, April 1917). This helped
their popularity because Lenin
provided the ideas, especially the
April Theses which were very
popular. He was a prominent
figurehead and the accepted leader,
so that helped their image.
They set had a
They up Pravda
private army –
– a propaganda
the Red Guards
newspaper
Click to
continue
17. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
So …
Write two more paragraphs for your essay,
remembering for each paragraph to:
• suggest a reason for the Bolsheviks’
growing popularity
and:
• provide a fact to go with it.
Then explain how it made the Bolsheviks
more popular, using the word ‘so’.
Click to
continue
18. AQA (B) GCSE Modern World History
Unit 2 Depth Study 1 Lesson 2
Peer-assess each other’s essays. Did they:
• suggest at least two reasons for the Bolsheviks’
growing popularity?
• provide facts to go with the suggestion?
• for each reason, give a thorough explanation of
how it led the Bolsheviks to become more popular?
