IB1 Lessons


Assignment: The class will be divided into 7 groups. These groups will work on the Interwar Period (1918-1939) in their respective countries:

  • Great Britain
  • France
  • Germany
  • Italy
  • Soviet Union (start at 1917)
  • USA
  • Japan

IB1AB: Great Britain (Tea, Eskil, Louis); France (Marina, Afzaal, Stefanie, Iker); Germany (Remy, Preetha, Ozana, Ladan); Italy (Aleksandra, Izabelle, Sofia, Lucas, Iris); Soviet Union (Jaafar, Eva, Felipe, Freja); USA (James, Mariam, Ofelia); Japan (Ceyda, Min, Leo)

IB1CD: Great Britain (Gloria, Ida, Ishu, Tola); France (Abby, Victoria, Max); Germany (James, Min, Nate, David); Italy (Osman, Oscar, Fiona, Edith); Soviet Union (Polina, Miyou, Alexander, Maria); USA (Greta, Peter, Hana, Masa); Japan (Parsa, Shiping, Sasha, Tristan)

Members of the group will study and describe the country’s development in the interwar period:
– Political development
– Economic development
– Social development
– Cultural development
– etc…

HINT: When you prepare your presentation think about the period chronologically:
– First World War just ended which led to a post-war depression in most countries that participated in the war
– The “Roaring Twenties” (including women’s suffrage in several countries)
Depression (after the Wall Street Crash in New York) in most countries
– Europe is divided into dictatorships with authoritarian leaders and a few democracies
– Second World War breaks out
In several countries, there is a clear difference between the 1920s and 1930s. The Wall Street Crash in New York would affect several countries, which should be noticed in your presentation. Another issue to be addressed is the situation of women in the various countries. Try to add this in a natural way under the subtitles above (political, economic, social, cultural, etc… development). At the end of the presentation you need to show how your country is getting prepared for another war (if they are not already involved in one…).
Textbook: Interwar Period – Textbook 20th Century Studies. It is obvious that the textbook does not contain all the information necessary for a good presentation of all countries. There is some information about:
Great Britain
Russia – USSR
…but more info is needed.
You therefore have to use other sources. These sources should be included in the source list at the end of your presentation. Here I will gather a few sources on the countries that’s not mentioned in the textbook:
Japan: Japan – Interwar Period
Italy: Italy – Interwar Period
France: France – interwar period
Still – you have to find some more information…

Presentation: An oral presentation (10 minutes) supported by visual aid. The big difference from the previous ICT exercise is that you now will work in seven groups with the theme “The Interwar Period” + that you will have an oral presentation in class.
The knowledge you gain doing this work + from the other presentations is part of the knowledge necessary for the background to SOURCE CRITICISM 2 – WWII.
These papers and links will help you to prepare this task:
Presentation of the actual assignment – The Interwar Period: ICT Assignment 2 – Interwar Period
Advice/Ideas of this oral presentation with visual support: Hvistory-ICT2-Assignment
 Advice on how to start the presentations:
Oral Presentation: How to start an oral presentation..
Visual Presentation:

4. Some short clips about oral presentations that might help you:
LINK – How to deliver a “killer opener”
LINK – Mr Brewers Five tips on Oral Presentation
LINK – Bad Presentation
LINK – Good Presentation
LINK –VIRTUALStudio.tv (10 points about oral presentations)
PowerPoint: Making PowerPoint Slides
PowerPoint: How to work on details in a PowerPoint – a photo animation…
PowerPoint: PowerPoint – Record your Presentation

6. Evaluation of ICT2: Oral Presentation Evaluation

During the first class make sure you

  • Decide what your countries main arguments will be (10 slides…)
  • Divide the work inside your group – who should do what (in case I ask…)
  • Prepare for the next class – what should you get done before the class – and what should you do during the class (make sure you bring the material, textbooks, computers, etc…)


ESSAY WRITING: The Art of Essay Writing
ESSAY SAMPLE: Essay about Hitlers responsibility of WWII
ESSAY WRITING – WWI: How to Write an Essay in History

QUESTION – ESSAY-IN-CLASS: What caused the First World War? Account for at least three causes and argue why these are the more important ones.

Here you will be able to find some material about CAUSES of WWI (Textbook pages 36-43):

Here you will be able to find some material about the COURSE of WWI (Textbook pages 44-63):


Here you will be able to find some material about the RESULTS of WWI (Textbook pages 64-75):
Results of WWI










Before we go into the assignment, to illustrate the historical development during the 19th Century, it’s important to summarize the French Revolution, it’s main results in 1799 and the follow-up – Napoleon. So here comes different stages and the results of the French Revolution: French Revolution 1789-1799 with some main results …and Napoleon: NAPOLEON BONAPARTE. Here you can read two other papers about Napoleon. The first one focus on Napoleons domestic reforms and politics and the second one is an interesting paper written by a historian who specialized in French History and Napoleon.
1. Napoleon – domestic policies
2. Napoleon by Gemma Betros

ASSIGNMENT: To present in a clear and easily understandable manner is one of the many demands placed upon us in today’s society. This is part of our school’s responsibility – to ensure that you – our students will learn basic skills when it comes to presentations. In this episode of History Course 1b you should use a simple presentation program to present a most turbulent century in History – the 19th Century!
TEXTBOOK AND PAPER: You need to summarize this material – two and a half chapters from a textbook: Textbook – ICT 1 and a paper about feminism in the 19th Century: History of feminism
Here you have the necessary information about this assignment: IB1: ICT 1 Assignment
Here is an overview with some clarifications + a more detailed mark scheme:
1. ICT1 – Assignment overview
2. ICT1 – Mark Scheme


Exercise – Source Criticism: The first part of this lesson focused on your homework – the Source Criticism exercise (and Source Criticism Criteria). Here is the answer to the last question: Answer Question 3 The Scientific Revolution
French Revolution: Causes French Revolution
French Revolution: ORIGIN OF THE FRENCH REVOLUTION (very detailed)
French Revolution: French Revolution 1789-1799 with some main results
French Revolution: French Revolution Historiography
French Revolution: French Revolution historiography

Here comes a student answer to a test in Source Criticism
(Note – this test was about WWII…)
1. Questions – Yalta Conference 1945: Source Exercise 1 – Yalta Conference
2. Student Answer – Yalta Conference 1945: Student answer – Source Exercise 1 – Yalta Conference


Exercise – Source Criticism: The very first part of this lesson focus on your homework – the Source Criticism exercise: Source-based Exercise – The Scientific Revolution
Answers: Answers question 1a, 1b and 2 – Scientific Revolution

Revolutions: After this exercise we continued with the aftermath of the changes in the 1400-1600’s: Under here you will find the necessary background material for the first test in Source Criticism. It starts with a paper about the general development in Europe (and the world). Then there are two papers about the English Revolution – a short background and then the actual revolution:
1. Ideas that affected Europe before the English Revolution
2. Background to the English Revolution
3. Overview of the English Revolution

England (in 1707 United Kingdom or Great Britain) was greatly affected by another political development a century later – the American Revolution:
5. Europe and North America in the 1700’s
Causes of the American Revolution
American Revolution with Historiography
8. American Revolution and the changing role of women
9. Textbook about the revolutions


1. Renaissance, Reformation, Scientific Revolution, Exploration
2. Scientific Revolution
3. Textbook about the revolutions

1. Source-based Exercise – The Scientific Revolution
2. Source Criticism – Three Questions
3. Source criticism – criteria


MEDIEVAL PERIOD (MIDDLE AGES): This is a long period – around 1000 years:
1. PP: Middle Ages
2. Paper: Medieval Period

EXPLORATION AND COMMERCIAL REVOLUTION: In the beginning of the 15th Century Portuguese ships started to explore Africa. One reason for their interest in Africa and what land was beyond Africa spells GOLD! Another reason was the eagerness to spread Christianity. Here are three shorter presentations/papers:
1. Exploration
2. Consequences of the Explorations
3. The Age of Discovery and the Commercial Revolution

RENAISSANCE AND REFORMATION: We also saw a change in the Christian Church which led to several different developments:
1. Renaissance, Reformation, Scientific Revolution, Exploration


1. I showed a clip from 300 (Battle of Thermopylay 480 bce – Leonidas – Sparta)
2. I asked you if the Battle of Thermopylae 480 bce ever took place. The answer was (of course) Yes but maybe not exactly like 300 showed… I handed out a paper about the sources to the Battle of Thermopylae and asked you to NOTE – Herodotus (“Father of History“). Herodotus is considered to have been the first writer to have treated historical subjects using a method of systematic investigation—specifically, by collecting his materials and then critically arranging them into an historiographic narrative)
Paper: Battle of Thermopylae
3. Your homework was to answer the question “Was Ancient Athens a democracy?” – I wanted you to prepare both YES and NO arguments to this question… We went through this on the whiteboard.
4. I continued the PowerPoint and gave you a short overview of Ancient Rome: Antiquity
5. I also showed you a short documentary about Ancient Rome:

6. …and a paper: Ancient Rome. Then I asked you “How, when and why did Rome fall?” (or “Did Rome fall?“)
7. Here is a PowerPoint about Women in Ancient Greece, Sparta and Rome: Women in Ancient Greece and Rome. It’s important to know the differences between men and women as well as the differences between women in Athens and the women in Sparta and Rome…

Homework: Read all the pages in the “IB1 Textbook Summary” and read the handouts. Also, go through your notes and rewrite them.


1. Change – Multiple Choice Test – WEEK 40 (IB1CD Tuesday 1/10 / IB1AB Wednesday 2/10)
2. I showed you some clip from a documentary that changed our knowledge about our early ancestry – Homo Naledi. I asked you how the leading people in this cave exploration were employed and in what way did the findings change our view of our early history:

3. I continued the story about these findings by showing a National Geographic presentation – Professor Lee Berger from the University of the Witwaterstrand
4. I handed out a paper about the early evolution of humans: Human Evolution Britannica
5. Paleolithic Period (Old Stone Age). I handed out another paper – the hunting, gathering and fishing period of human development: Hunting, food gathering and fishing society
6. We saw our ancestors go through the “Neolithic Revolution” (Neolithic = New Stone Age). They went from a food gathering society to a food producing society (from hunters and gatherers to farmers). A drastic change of the climate led to problems with water supplies which led to a move towards rivers where we see the first civilizations appear. All this and a bit more is briefly explained in the PP – from Big Bang to the First European Civilization: FROM BIG BANG TO THE FIRST EUROPEAN CIVILIZATION
7. The Minoan (Cretan) Civilization was the first European Civilization. The Minoans were a link in trading between the extensive trade between Crete, Aegean, and Mediterranean settlements, particularly the Near East. This led us into two very important European Civilizations – the Greek and Roman Civilizations!
8. Ancient Greece and Rome (Around 700 BC to 476 AD). I showed another PP – about the Greek Civilization: Ancient Greece – Athenian Democracy
9. At the end of this lesson I gave you a paper: Ancient Greece and Athens – Democracy… and asked you to prepare arguments for Ancient Athens being a democracy (both YES and NO arguments). This is where we will start our next lesson.


This is a short summary of your second lesson in History:

1. Homework handed in!
2. If we don’t know anything about our ancestry and/or biological parent(s) – what can we do? DNA! Here

is a film clip that shows you some people finding out their ancestry:

3. DNA – The previous sample (my family) followed up by two DNA-tests: DNA Results from two different companies
5. Study Technique:

6. Note taking tips:

7. Making Notes: MAKING NOTES
8. Big Bang – a short film clip about the start…:

9. From Big Bang to the First European Civilization (We only made it to the evolution in IB1AB so that’s where I cut this presentation here – more will follow after our next lesson): From Big Bang to the first Homo Sapiens…

TEXTBOOK: Here is a copy of the pages we will read together with the material that’s presented on this page (and during our lessons…): IB1 Textbook Summary

HOMEWORK: Read pages 21-23; 36; 59-60; 63-65; 88 and 110 (all together 11 pages…) before our next class


This is a short summary of your first lesson in History:

  1. Presentation
  2. Fire taxation – Visby 1361 (Painting)
  3. Discussion about the painting (things wrong in the painting – then things wrong in History)
  4. Source Criticism Criteria – PAPER!
  5. President Trump – Last night in Sweden…
  6. Discussion – (use the criteria… so we can see that it’s “WRONG” – next question would be WHY?)
  7. Presentation of Skolverkets main ideas about History Course 1b (click on the link to the pdf file: Skolverket History Course 1b)
  8. Presentation of Skolverkets grading criteria of History Course 1b (click on the link to the pdf file: Grading Criteria History Course 1b)
  9. Presentation of Historia/History 1b: PowerPoint:
  10. What do we mean by “progression“; “formative evaluation” and “collective evaluation” and how do we apply this to the History Course 1b?
  11. Presentation of the website –macgregorishistory.com and Hjärntorget (click opening page to www.macgregorishistory.com)
  12. Presentation of the local curriculum of History Course 1b for IB1 students:
  13. Assignment 1 – Historical time-line. In the classroom we will create a time-line of our history – from the very beginning till today
  14. Example of a common time-line:

    Riddle “The time-line we constructed is correct and at the same time completely wrong
  15. Here is one explanation of the answer to the riddle above: Chinese time-line 
  16. Assignment 2 – My family! Explanation of Assignment 1 (click on the link to the pdf file: Family Tree)
  17. Here is a filled in Family Tree: Family Tree – Example

Homework: Hand in your Family Tree at the beginning of our next lesson!