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With the decline and disappearance in the 19th and 20th centuries of monarchies based on hereditary descent, dictatorship became one of the two chief forms of government in use by nations throughout the world, the other being constitutional democracy. Rule by dictators has taken several different forms.

During the Cuban Missile Crisis, leaders of the U.S. and the Soviet Union engaged in a tense, 13-day political and military standoff in October 1962 over the installation of nuclear-armed Soviet missiles on Cuba, just 90 miles from U.S. shores. In a TV address on October 22, 1962, President John F. Kennedy (1917-63) notified Americans about the presence of the missiles, explained his decision to enact a naval blockade around Cuba and made it clear the U.S. was prepared to use military force if necessary to neutralize this perceived threat to national security.

How did slaves try to gain their own freedom? slave rebellions, in the history of the Americas, periodic acts of violent resistance by Black slaves during nearly three centuries

During the long reign (1558–1603) of Elizabeth I, England emerged as a world power and her presence helped unify the country against foreign enemies. Her reign is often defined in terms of her skillful diplomacy, her action on religious matters, and the defeat of the Spanish Armada, Her reign also saw a brilliant flourishing in the arts.

In the Middle Ages, the holiday began in earnest before dawn on Christmas morning with a special Christmas mass that signaled the official end of Advent and the start of the feasting season, which ran from December 25 through January 5.

Maximilien François Marie Isidore de Robespierre was a French lawyer and statesman who became one of the best-known, influential, and controversial figures of the French Revolution. As a member of the Estates-General, the Constituent Assembly, and the Jacobin Club, he campaigned for universal manhood suffrage, the right to vote for people of color, Jews, actors, and domestic staff

The name the Hundred Years’ War has been used by historians since the beginning of the nineteenth century to describe the long conflict that pitted the kings and kingdoms of France and England against each other from 1337 to 1453. Two factors lay at the origin of the conflict: first, the status of the duchy of Guyenne (or Aquitaine)-though it belonged to the kings of England, it remained a fief of the French crown, and the kings of England wanted independent possession; second, as the closest relatives of the last direct Capetian king (Charles IV, who had died in 1328), the kings of England from 1337 claimed the crown of France.

recycling, recovery and reprocessing of waste materials for use in new products. The basic phases in recycling are the collection of waste materials, their processing or manufacture into new products

A lesson Cyber Bullying for KS3 and KS4

The Enlightenment, also known as the Age of Reason, was a philosophical movement in Europe during the 17th and 18th centuries. At its core was a belief in the use and celebration of reason, the power by which humans understand the universe and improve their own condition. The goals of rational humanity were considered to be knowledge, freedom, and happiness.

A detailed and informative account of the French Revolution. Ideal for KS3 and KS4.

A powerpoint on the Anglo Saxons Artefacts. Ideal for year 7 and 8 KS3

Learn about Anglo Saxon Culture. Lesson attached with video.

Alfred the Great is one of the most famous Anglo-Saxon Kings. He was known for trying to unite the Anglo-Saxon kingdoms to fight back against the Vikings who were invading the North of England. As well as being a strong military leader many of the fantastic artefacts, books and buildings were designed and made under the orders of King Alfred. Today we will using sources to make inferences about if Alfred deserves to be called Alfred ‘The Great.’ Inference – An idea or conclusion that is taken from a piece of evidence. In History a source will suggest something about someone, something or an event.

At the start of this enquiry we looked at the idea of what a ‘Golden Age’ was, who the Anglos-Saxons were and then started to look at different areas of the Anglo-Saxons. In todays lesson you will be using many of the skills of a historian that you have learnt so far to establish if Anglo-Saxon England really did have a ‘Golden Age.’ You will be: Analysing evidence Categorising this evidence Begin to come to conclusions AND/OR make judgements Some will use knowledge from previous lessons to support your work.

Why are there different interpretations of the Spanish Empire? A focus on the Aztecs

A lesson on the British Empire- History, geography. Lesson plan with activities and plenary

Information regarding the Treaty of Versailles

Learn about what the Anglo Saxon people believed in . Ideal for KS3

The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS & A Level History 9489 and to show examples of very good answers. This booklet contains answers to Specimen Paper 1 – Questions 1(a), 2(b) and 3(b), which have been marked by a Cambridge examiner. Each response is accompanied by a brief commentary explaining its strengths and weaknesses of the answer. These examiner comments indicate where and why marks were awarded and how answers could have been improved. These answers should be considered in conjunction with Specimen Paper 1 and the Mark Scheme. The Specimen Paper and Mark Scheme are available to download from School Support Hub.