5. 1914-1918 arm wrestling contest! RULES 1. Five contests (1914,1915,1916,1917,1918) 2. Two teams: the Central Powers and the Allies. 3. Teams gain a point each time they win. 4. The winning team at the end gets the chocolates.

6. GermanyAustria Turkey CENTRAL POWERS

7. ALLIES France Russia Britain USA

8. My key principles They all want to achieve.

9. My key principles Many of them believe they can ’ t.

10. My key principles Their conceptual ability is far higher than their ability to show it on paper.

11. My key principles They chose History because they like it.

12. My key principles They think anything below grade C is a fail.

13. My key principles Many of them really understand key aspects of history: power relations, reliability and trust, economics, media representation, bias, cause and effect.

14. My key principles They are still children.

15. My key principles Most learn best through doing.

16. My key principles If today goes badly, tomorrow is another day … really!

17. My key principles The relationship with me matters A LOT! They need to know that I like them. They need to feel some individual connection with me.

18. My key principles Take risks and don ’ t be afraid of an element of chaos on occasions.

19. History is fun Arm wrestling! Lunch counters

20. History is useful

21. History graduate destinations Copyright: University of Cambridge

22. History is relevant Wall Street Crash The Wire Summer Riots

23. ‘The Wire – Season 4, Episode 3 – final scene

24. History is interesting Hyperinflation!

25. History is something you CAN do Soaps and sport

26. Mystery picture

30. ‘Plunkett and Macleane’

31. Why did the authorities bring in the Bloody Code? E-G How did punishments change in early modern Britain? C-E Why did punishments change in early modern Britain? A*-C What do the changes in punishments in early modern Britain tell us about power, class and social attitudes at the time?

32. Why did the authorities bring in the Bloody Code? Between 1500 and 1800 more and more crimes carried the death penalty. This harsh system of punishment is known as the ‘Bloody Code’. There are many reasons for this but I will show that the main reason was ……… One reason for the Bloody Code was …… (Explain why and give examples). Another reason why punishments became so harsh was ….. (Explain why and give examples). The most important reason for the Bloody Code was…. (Explain why and give examples). The changes in punishment tell us a lot about life and attitudes in early modern Britain ……….

33. Why did the authorities bring in ‘ The Bloody Code ’ ? INTRODUCTION: Tell us what the ‘ Bloody Code ’ was. PARAGRAPH 1: Tell us about changes in society. Explain why these changes made the authorities so strict. PARAGRAPH 2: Tell us about people ’ s ideas and beliefs about crime and why that led to the Bloody Code. PARAGRAPH 3: Tell us about the wealth gap between rich and poor and why that made the rich worried about crime. PARAGRAPH 4: Tell us about some of the new crimes in this period. Explain why these were a reason for the Bloody Code CONCLUSION: Tell us what you think was the main reason for the Bloody Code and why.

34. GCSE Controlled Assessment: What’s it all about?

35. from the Indiana University Library

36. from the Indiana University Archives

37. What details of protest are included in each representation? REPRESENTATION 1 REPRESENTATION 2

38. Highlight anything in 1 that disagrees with 2 Highlight anything in 2 that disagrees with 1 Underline the main points stressed in 1 Underline the main points stressed in 2

39. What impression do you get about the protests? Reading Representation 1 makes me think the protests were...........

40. What impression do you get about the protests? Reading Representation 2 makes me think the protests were...........

41. How do the authors use language, selection. omission and emphasis to create an impression? OVER TO YOU!