Steve Waugh
Friday Afternoon
GCSE
Modern World History
RESOURCE PACK
Introduction
This resource pack has been written to meet the AQA, CCEA, OCR and Edexcel
specifications from 2009 onwards. It offers varied and active learning through fun
resources that will liven up lessons and revision sessions.
Students learn best when they are motivated and attentive, and they are stimulated
by using a variety of learning techniques. The activities in this resource pack have been
devised to engage students by creating situations in which they can enjoy learning.
Students will see these activities as games, but their potential for knowledge building
is powerful. The tasks make learning active rather than passive, and assist in applying
theoretical understanding to practical examples. They also allow the teacher to check
student understanding and fill in any gaps in their knowledge.
The work of several theorists supports these reflective activities. Educational experts
such as Geoff Petty and Robert Powell are advocates, as is Howard Gardner, who believes
that revision should appeal to the many ‘intelligence traits’ that students possess. For
example, these exercises allow students to work in small groups (matching, dominoes),
whole class situations (dominoes) and individually (missing words). This taps into
linguistic, logical, interpersonal and intrapersonal intelligence traits.
Once a teacher has copied or printed out sets of the activities, perhaps laminating them
for longevity, they can be stored in a cabinet at the front of the class and brought out to
fill any suitable moment. Most of the activities are short and sweet and can add variety
to any lesson. Ofsted will be impressed with any reflective work using activities in this
pack, as good terminology will be the key to exam success.
The CD-ROM included with the pack allows clear presentation at the front of the class
using a projector and computer for games such as missing words and play your cards
right, which are available as separate PowerPoint files. It also includes a PDF version of
this pack to allow you to print out, rather than photocopy, each game.
Some of the activities are clearly differentiated by ability but most try to involve the
whole class. In the instructions below are some further thoughts and ideas for how to
differentiate to suit varying ability groups and mixed groups of students.
How to use this pack
Dominoes
There are several uses for these cards.
Whole-class activity
For large classes, use more than one set of dominoes or do this activity in pairs.
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Introduction
Photocopy/print one set of dominoes onto card. Each domino
has a question on one half and an answer (to another question)
on the other half. Cut out the dominoes and give one or
more to each student. One student starts by reading
out the question on his or her domino; the other
students listen and read out their answer if they
think it is the correct one. The student who has read
out the correct answer then reads out the question
from the same domino and the game continues until every
student has answered. The game will finish with the person who
read out his or her question first.
If there are blank faces after a particular question, you can clarify it or give the correct
answer so that the game continues, with each domino card being followed by the next
one in the correct sequence. You can check answers by looking at the teacher answer
sheets.
Small-group dominoes
Photocopy/print several sets of dominoes and cut them out as before. Students
should be divided into groups of three or four and each group given a complete set of
dominoes. Dominoes are dealt equally and the player to the left of the dealer places
the first one. Play then moves to the left, and each player should lay a domino with a
corresponding answer (or question) to a domino already on the table. The winner is the
player who gets rid of his or her dominoes first. Students should ‘knock’ (tap the table,
pick up a domino from the pile if appropriate and miss a turn) if they cannot place a
domino.
Small-group matching
Photocopy/print and cut out several sets of dominoes and then cut
them into separate questions and answers. Divide students into small
groups, give each group a set of dominoes and ask them to match
each answer to the correct question. Time the exercise and reward
the group that finishes first. Students could stick the dominoes onto
a poster with explanatory notes alongside, thereby creating a useful
visual aid. An alternative method is to give each group a complete
set of dominoes and ask them to make a long chain of connected
dominoes. You could make it a race to see which group finishes first.
Differentiation and timing
Get weaker students to work in pairs, perhaps sharing two dominoes for the wholeclass game to support each other. This is also useful for less confident students.
Approximately 10 minutes should be allocated for this activity, but longer if you choose
to intervene.
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Introduction
Triominoes
Photocopy/print several sets of triominoes onto card and cut them
out. Divide students into small groups, give each group the central
black triangles and outer triangles separately and ask them to
match three outer triangles to each of the relevant central topics
(as on the teacher answer sheet).
Differentiation and timing
Roughly 10–15 minutes would be sufficient for this activity,
depending on the number of triominoes being used.
Differentiation could be applied as with the matching games below.
Play your cards right
Photocopy/print the cards and cut them out. Give each student a set of the four cards
and ask them to stand up, with their four cards face up on their desks. Read out the
first definition — students must quickly hold up the most
appropriate card. Students who hold up an incorrect
card must sit down. The game continues until only
one person is left standing. As with triominoes, you
can be selective about which definitions you include
in the activity to match the specification you are
following. Students who sit down early should still
participate by holding up correct cards and practising
their knowledge for next time.
As an alternative to reading out the terms, the
PowerPoint files on the CD allow students to read the
question on the PowerPoint and then hold up their card,
with the answer being shown on the next slide.
Variation
For an active version of this game, one set of cards is needed. Label four corners of a
room with the four cards. When a definition is read out, students should run to the
corner they think is correct. Only students in the correct corner stay in the game. The
winning student is the last one remaining.
Differentiation and timing
Using your skill and judgement, you can clarify questions and give hints to less able
groups. This activity could also be adapted as a team game (providing peer support)
where each team is given one set of cards and has to hold up its choice after discussion.
Perhaps later in the lesson students will feel confident enough to play the same game
individually.
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Introduction
The activity takes approximately 10 minutes, and will stimulate interest at any point
during a lesson. The variation gives students the opportunity to be out of their seats,
which can liven up a theoretical lesson.
Bingo
Photocopy/print the bingo card and give one to each student. Ask
students to select terms from those provided to fill their card.
Read out definitions randomly from the list and ask students to
listen carefully and cross off each term on their cards once they
think it has been defined. When all the terms on their card have
been crossed off, students should shout ‘bingo!’ The first student
to do so should read out the terms on his or her card, so you can
check they were defined.
Variation
Ask the winning student to repeat the definitions as he or she reads out the terms on
the winning card. Other students could assist in order to help learning further.
Differentiation and timing
Again this game could be played in pairs to provide more peer support.
A game normally lasts 10–15 minutes and can be used either during a lesson or as a
starter to a revision session.
True or false
This can be used to review student understanding, knowledge and revision of the given
topic. Students should work individually. They could set themselves a target of how
many they think they will get right and peer assess each other’s answers.
Differentiation and timing
Foundation-level students could be asked to simply tick true or false. Higher-level
students could also identify the correct answer.
A game normally lasts 10–15 minutes and can be used either during a lesson or as a
starter to a revision session.
Matching
Questions at GCSE level often ask students to explain the causes or results (effects) of
key developments and to describe their key features or events. This activity encourages
students to distinguish between the causes, events and results.
Differentiation and timing
It can be used as an individual, paired or group activity in two stages:
Stage 1: students are given the statements and key developments and have to match
the statements to the developments.
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Introduction
Stage 2: they have to categorise the statements into causes, events and results for each
development.
Foundation students could be given the statements already matched with the
development and then have to categorise into causes, events and results.
A game normally lasts 10–15 minutes and can be used either during a lesson or as a
starter to a revision session.
Chronology
Students need a clear understanding of the chronology of key periods in history. This is
essential to explaining causation and consequence as well as describing key features of
events. Indeed, students will achieve higher levels if they are able to describe or explain
key developments in the correct sequence. Get students to match events with dates
and then put them in chronological order.
Differentiation and timing
Students can work individually, in pairs or in groups. They could be given the cut out
key events and dates and asked to put them in sequence. Higher students could also
be given the year to match to the event. Foundation students could be asked to put the
events in order, having been given the first and last in the sequence.
A game normally lasts 10–15 minutes and can be used either during a lesson or as a
starter to a revision session.
Missing words
Photocopy/print a sheet for each student or display the activity electronically using the
PowerPoints on the accompanying CD-ROM. Give clues if required. Provide an answer
sheet for early finishers and nominate students to read out their answers to generate
whole-class discussion.
Differentiation and timing
Interaction and discussion between students enables them to clarify their knowledge
and understanding, so this could be encouraged rather than working in silence.
This activity takes 5–10 minutes and could be used at various points during the lesson.
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Contents and
specification coverage
Topic
Page(s)
AQA
EDEXCEL
OCR
CCEA
Play your cards right: crises of 1900–1914
2–4
Matching: events of 1900–1914
5–11
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1 International relations 1900–1939
True or false: international relations 1900–1914
12
Missing words: Versailles peace treaties
13–14
Triominoes: 1931–1939
15–22
Dominoes: 1919–1939
23–27
Bingo: international relations 1918–1939
28–29
Chronology: international relations 1918–1939
30–31
2 International relations 1945–1990
Triominoes: Cold War 1945–1955
33–40
Play your cards right: crises of the 1950s and 1960s
41–43
Chronology: international relations 1945–1970
44–45
Dominoes: Cold War 1970–1990
46–50
True or false: international relations 1945–1990
51
Matching: Cold War 1962–1990
52–58
Bingo: 1945–1990
59–60
3 Russia 1910–1941
Triominoes: reasons for discontent 1900–1916
62–69
Missing words: events of 1917
70–71
True or false: Russia 1910–1924
72
Chronology: Russia 1910–1924
73–74
Matching: Lenin and Russia 1918–1924
75–81
Play your cards right: Stalin’s rise to power
82–84
Dominoes: Stalin 1924–1941
85–89
Bingo: Russia 1910–1941
90–91
4 USA 1919–1941
Play your cards right: USA 1920s
93–95
Dominoes: USA 1920s
96–100
Matching: USA 1929–1933
101–107
Bingo: USA 1919–1941
108–109
Triominoes: Roosevelt’s New Deal
110–117
Missing words: opposition to the New Deal
118–119
Chronology: USA 1919–1941
120–121
True or false: USA 1929–1941
122
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Contents and specification coverage
Topic
Page(s)
AQA
EDEXCEL
OCR
CCEA
Dominoes: Weimar Republic 1918–1929
124–128
Play your cards right: key figures 1918–1933
129–131
Bingo: Nazis 1919–1939
132–133
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Chronology: Weimar Republic 1918–1933
134–135
Matching: life in Nazi Germany
136–142
Missing words: Nazis and Jews
143–144
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5 Germany 1918–1939
True or false: Germany 1918–1939
Triominoes: the Nazi dictatorship
145
146–153
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6 USA 1945–1970
Missing words: McCarthyism
155–156
Play your cards right: civil rights
157–159
Dominoes: who am I? — civil rights figures
160–164
True or false: USA 1945–1970
165
Triominoes: USA 1945–1970
166–173
Teacher answers
Page(s)
True or false
175
Missing words
176
Chronology
Friday Afternoon Modern World History
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176–179
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Friday Afternoon Modern World History
1 International
relations
1900–1939
◆
Play your cards right: crises of 1900–1914
◆
Matching: events of 1900–1914
◆
True or false: international relations 1900–1914
◆
Missing words: Versailles peace treaties
◆
Triominoes: 1931–39
◆
Dominoes: 1919–1939
◆
Bingo: international relations 1918–1939
◆
Chronology: international relations 1918–1939
International relations 1900–1939
1
Play your cards right:
crises of 1900–1914
TopFoto
First Moroccan Crisis
1905–06
TopFoto
Bosnian Crisis
1908–09
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1
International relations 1900–1939
Play your cards right: crises of 1900–1914
TopFoto
Agadir Crisis 1911
Ingram
Sarajevo Crisis 1914
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1
International relations 1900–1939
Play your cards right: crises of 1900–1914
Teacher questions and answers
Question
Answer
(1) The Archduke Franz Ferdinand was visiting the capital of Bosnia on 28 June
1914
Sarajevo Crisis
(2) Austria annexed the provinces of Bosnia-Herzegovina
Bosnian Crisis
(3) Serbia was furious as the provinces included many Serbs
Bosnian Crisis
(4) Franz Ferdinand was assassinated by Gavrilor Princip
Sarajevo Crisis
(5) The French occupied Morocco
(6) Princip was a member of a Serbian terrorist organisation, the Black Hand
(7) Germany accepted compensation from France in central Africa
(8) The Kaiser was determined to test the Anglo-French Entente over Morocco
(9) Russia supported Serbia and demanded an international conference over
the two provinces
(10) Germany sent the gunboat Panther to a port in Morocco to force
compensation
(11) The Kaiser fully backed Austria over the annexation
Agadir Crisis
Sarajevo Crisis
Agadir Crisis
First Moroccan Crisis
Bosnian Crisis
Agadir Crisis
Bosnian Crisis
(12) Lloyd George made a speech at the Mansion House stressing that Britain
would go to war if necessary
Agadir Crisis
(13) The Kaiser visited Tangiers and stressed his support for the independence
of Morocco
First Moroccan Crisis
(14) Britain supported the French throughout the crisis
First Moroccan Crisis
(15) Germany withdrew the Panther
(16) The Kaiser forced France to agree to a conference to discuss the future of
Morocco
(17) The visit of the Archduke was on the Serbian national day
(18) The Kaiser got little support at the Algeciras Conference
Agadir Crisis
First Moroccan Crisis
Sarajevo Crisis
First Moroccan Crisis
(19) Russia and Serbia were forced to back down
Bosnian Crisis
(20) Austria sent an ultimatum to Serbia that had ten severe demands
Sarajevo Crisis
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International relations 1900–1939
Matching: events of 1900–1914
1
First Moroccan
Crisis 1905–06
Bosnian Crisis
1908–09
The Agadir
Crisis 1911
First Balkan
War 1912
Assassination
in Sarajevo
1914
Anglo-French
Entente 1904
Second Balkan
War 1912–13
The alliance
system
The arms race
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1
International relations 1900–1939
Matching: events of 1900–1914
Cause
Event
Result
Anglo–German
naval rivalry
Algeciras Conference
in which French claims
recognised. Britain
supported France and
the Kaiser suffered a
defeat
Austria annexed the two
provinces of Bosnia and
Herzegovina in 1908
Austria was fully
supported by Germany.
There was no conference.
This was a diplomatic
defeat for Russia. Serbia
was furious with Austria
Austria was furious
and sent an ultimatum
to Serbia. This was
followed by an Austrian
declaration of war
Both countries decided
to settle differences
in various parts of the
world
Britain retaliated
by launching the
dreadnought in 1906,
the most up-to-date
battleship
Bulgaria attacked Serbia
which was supported by
Turkey and Rumania
Bulgaria believed she had
not gained enough from
the First Balkan War and
blamed Serbia
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1
International relations 1900–1939
Matching: events of 1900–1914
Bulgaria was defeated.
Serbia gained even more
land and access to the
sea. Austria saw Serbia
as a greater threat
By 1907 there were two
alliances — the Triple
Alliance and the Triple
Entente
By 1914 all the great
powers (except Britain)
had large armies because
of conscription
Each member of the
Balkan League gained
territory. Serbia gained
the most
Franz Ferdinand, the heir
to the Austrian throne,
was visiting Sarajevo, the
capital of Bosnia
The Kaiser sent a
gunboat called the
Panther to Agadir. Britain
believed he was trying to
set up a naval base
Serbia was furious and
was supported by Russia
who demanded an
international conference
The Balkan League of
Serbia, Rumania and
Bulgaria was set up to
attack the Turks and
gain territory in the area
of Macedonia
He was assassinated by
a Serbian terrorist called
Gavrilo Princip who was
a member of the Black
Hand organisation
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1
International relations 1900–1939
Matching: events of 1900–1914
The bigger its army, the
more likely each country
was to go to war
The French occupied
Morocco and the
Kaiser demanded
compensation from
France
The great powers
sought agreements to
strengthen their position
The great powers wanted
to strengthen their
armed forces in case of
future war
The Kaiser visited
Morocco in 1905 and
promised to guarantee
Moroccan independence.
He demanded a
conference
The Kaiser wanted to
test the Anglo-French by
supporting Moroccan
independence from
France
The Kaiser was
determined to build up
the German navy and
announced the German
Naval Laws of 1898 and
1900
The Kaiser withdrew the
gunboat and accepted
less compensation from
the French in central
Africa
The Balkan League was
very successful and was
able to defeat the Turks
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1
International relations 1900–1939
Matching: events of 1900–1914
The two countries grew
closer due to the Kaiser’s
interference in Morocco
There was a naval
race between the two
countries to see which
could build the most
dreadnoughts. This
increased rivalry between
Britain and Germany
These increased the
likelihood of a general
European war by
creating two rival ‘gangs’
They made agreements
over Egypt and Morocco
and settled differences
elsewhere
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1
International relations 1900–1939
Matching: events of 1900–1914
Teacher answers
Cause
Event
Result
Anglo-French
Entente 1904
Both countrie
s
decided to se
ttle
differences in
various
parts of the w
orld
They made
t
agreements over Egyp
d
an
co
oc
and Mor
settled differences
elsewhere
The two coun
tries
grew closer du
e to the
Kaiser’s interf
erence in
Morocco
First Moroccan
Crisis 1905–06
The Kaiser wan
ted
to test the Ang
loFrench by supp
orting
Moroccan
independence
from
France
The Kaiser visited
Morocco in 1905
and promised to
n
guarantee Morocca
e.
independenc
He demanded a
conference
Algeciras Con
ference
in which Fren
ch
claims recogn
ised.
Britain suppor
ted
France and th
e Kaiser
suffered a defe
at
Serbia was furious
by
and was supported
ed
nd
ma
de
o
wh
a
Russi
al
on
ati
ern
int
an
conference
Austria was fu
lly
supported by
Germany. Th
ere was
no conference
. This
was a diplom
atic
defeat for Rus
sia.
Serbia was fu
rious
with Austria
The Agadir
Crisis 1911
The French oc
cupied
Morocco and
the
Kaiser deman
ded
compensatio
n from
France
The Kaiser sent a
gunboat called the
Panther to Agadir.
Britain believed he
a
was trying to set up
naval base
The Kaiser wit
hdrew
the gunboat an
d
accepted less
compensatio
n from
the French in
central
Africa
First Balkan
War 1912
The Balkan Le
ague of
Serbia, Ruman
ia and
Bulgaria was
set up to
attack the Tu
rks and
gain territory
in the
area of Maced
onia
The Balkan League
was very successful
and was able to
defeat the Turks
Each membe
r of the
Balkan League
gained
territory. Serb
ia
gained the m
ost
Bosnian Crisis
1908–09
Austria annexe
d
the two provin
ces
of Bosnia and
Herzegovina in
1908
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