Sourcework Exercise: To what extent was Martin Luther King responsible for the success of the Montgomery Bus Boycott?

Paper 1 Sourcework Exercise: To what extent was Martin Luther King responsible for the success of the Montgomery Bus Boycott?
A one-hour sourcework paper in the style of the IBO.
1. a) According to Source A, why did Rosa Parks refuse to give up her bus seat? [3 marks]
1. b) What message is conveyed by Source C? [2 marks]
2. With reference to its origin, purpose and content, analyze the value and limitations of Source B for a historian studying the methods used in the bus boycott. [4 marks]
3. Compare and contrast what Sources C and D reveal about the reasons why the Montgomery Bus Boycott succeeded. [6 marks]
4. “The contribution of Martin Luther King was the decisive factor in the success of the Montgomery Bus Boycott”. Using the sources and your own knowledge, evaluate the validity of this statement. [9 marks]

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Nixon’s foreign policy: the first administration (1969-72)

Nixon’s first administration (1969-1972) | Teacher notes
Students complete a gap-fill exercise providing them with an essential overview of Nixon’s foreign policy. They then conduct extra research and reading to answer such questions as:
What were the essential features of the Nixon Doctrine? Use quotes from Nixon himself as appropriate. / Complete the following table to provide an assessment of Nixon’s handling of China and the USSR.

Click here to access the full study unit.

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Nixon’s Foreign Policy: New study unit

A study of Nixon’s foreign policy makes a great deal of sense if students have already studied the Vietnam War and / or the 1973 Chilean Coup (each of which provides a major area of overlap with Nixon). In this compact study unit, students revisit these topics and broaden out to consider not just Nixon’s policies with the USSR and China, but also in South Africa, the Middle East (Yom Kippur War), and Mexico. They then tackle a past paper question in timed conditions.

Click here to access the full study unit.

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Was life good or bad in Victorian Britain? – A study through paintings

Was life good or bad in Victorian Britain?
– A study through paintings

This new stand-alone study unit is delivered over 7-8 hours. Inspired by the excellent Jeremy Paxman series on “The Victorians”, it is designed to develop skills of visual literacy as well as essay writing. Students draw deductions from a range of Victorian paintings, then test these hypotheses through extra research, categorise their ideas by theme into a gallery, and draw sophisticated conclusions based on opposing viewpoints. The final outcome is a detailed essay on the question “Was life good or bad in Victorian Britain?”.

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Anarchism: Bakunin’s Catechism of a Revolutionary

Anarchism: Bakunin’s Catechism of a Revolutionary
This text should be copied into a shared Google Doc. It will then be divided between the members of the class (e.g. the first student is responsible for points 1-3, the second for points 4-6 and so on). Each student should delete all but one of the points, keeping the most interesting. They should then edit it down as appropriate. Then, the finished work should be printed off read through as a class to answer the question “What were the essential beliefs of these revolutionaries?”

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