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King Edward VI Handsworth School,
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In this section
In this section
“History is bunk” – so said Henry Ford, founder of the great American car firm at the turn of the century. He is, of course, part of history himself now and it would be a hardy businessman who, today, would deny the value, even the necessity, of looking back in order to look forward. In fact, judging by a glance at television programmes most weeks, lists of popular films, even the daily newspapers, it would seem that matters historical are more in the public eye than ever. History certainly is not bunk! We also offer Government and Politics at A Level. As John Robert Seeley said, “History is past politics, and politics present history”. In this sense, our subjects really do complement each other!
Reasons for the continued interest in these subjects are not hard to find. Their study demands probably a unique range of skills – the understanding and analysis of information from a wide range of sources; the presentation of that information in both written and oral forms; the asking and answering of questions. At Handsworth these are all skills we seek to foster right across the key stages, as well as covering an exciting and diverse curriculum.
Aims
Year 7
Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 7
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
|
Historical Skills & Romans in Britain Timelines Using sources Anachronisms Definitions of Empire The Roman army Life in Roman Britain |
The development of Church, State and society in Medieval Britain The Norman Conquest Development of castles supported by a trip to Warwick Castle The feudal system The Domesday Book Role of religion Henry II and Thomas Becket |
King John Magna Carta Development of Parliament Town and Village Life Black Death, Peasants Revolt Wars of the Roses |
Assessment Pieces Skills test – online Romans source assessment |
Assessment Pieces Battle of Hastings Essay Becket project |
Assessment Pieces Knowledge Test and Interpretations exercise |
|
Key vocabulary |
Chronology, anachronisms, AD/BC, centuries, empire |
Church, state, religion, motte and bailey castle, feudal system |
Parliament, power, revolt, monarchy |
Year 8
History Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 8
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
|
The development of Church, state and society in Britain 1509-1745 The Reformation The break with Rome Changes under Edward and Mary Elizabeth I – why was she successful? Including religion, Mary, Queen of Scots, the Spanish Armada and a study of portraits |
Gunpowder Plot: (trial preparation and re-enactment) King Charles I Causes of civil war – extended essay World Turned Upside Down Cromwell – hero or villain? Monarchs after 1660 (balloon debate) |
Study of an issue in world history: the Black Peoples of the Americas/Civil Rights Triangular trade route and the origins of slavery The Middle Passage Life on a Plantation Abolition of slavery Civil Rights |
Assessment Pieces Mary Tudor Source Exercise Elizabeth I Obituary |
Assessment Pieces Civil War Extended Writing |
Assessment Pieces Knowledge Test and Interpretations exercise |
|
Key vocabulary |
Reformation, Catholic, Protestant, break with Rome, monasteries |
Power, treason, prosecution/defence, divine right |
Freedom, slavery, civil rights, abolition, triangular trade route |
Outside the taught curriculum
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school KS3 History Club.
Suggested reading
www.activehistory.co.uk (see history teacher for username and password)
A wide selection of historical fiction in the school library
We will be setting up a Y8 Enrichment Google Classroom in 2022-2023, with lots of interesting suggestions for reading and viewing!
Year 9
Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 9
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
|
Ideas, political power, industry and empire: Britain, 1745-1901 Changes 1750-1900 Should we be proud of the British Empire? Case Study of India. Industrial Revolution, factory system/child labour A local history study: Living conditions in 19th Century B’ham. Protest/votes for women |
Challenges for Britain, Europe and the wider world 1901 to the present day Overview Causes of the First World War Different experiences of war Home Front The Treaty of Versailles |
Democracy v dictatorship (definitions and case studies) Events leading to war/appeasement Second World War & the Cold War: a series of lessons driven by pupil interest. Overview of the Holocaust (to be followed up in Y10 and in RS Day). |
Assessment Pieces British Empire Source Exercise Living conditions story |
Assessment Pieces First World War Extended Writing |
Assessment Pieces Knowledge Test and Interpretations exercise |
|
Key vocabulary |
Empire, power, industry, agriculture, protest |
Imperialism, nationalism, militarism, alliances |
Democracy, dictatorship, appeasement, Holocaust |
Outside the taught curriculum
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school KS3 History Club
Suggested reading
www.activehistory.co.uk (see history teacher for username and password)
A wide selection of historical fiction in the school library
We will be setting up a Y9 Enrichment Google Classroom in 2022-2023, with lots of interesting suggestions for reading and viewing!
Year 10
Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 10
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
AQA GCSE History https://www.aqa.org.uk/subjects/history/gcse Pupils are provided with a detailed Student Guide, outlining course content |
Germany, 1890-1945 Pre-war Germany and WWI Revolution and the Weimar Republic Wall Street Crash/Impact of Depression Rise of Nazis/entry into power/consolidation of power Nazi Ideas Economy, women, religion, youth, race, culture and propaganda, control and opposition |
Health and the People Ancient Medicine – overview Middle Ages/role of religion/Black Death Renaissance/Great Plague 18th and 19th Century developments: germ theory, surgery, public health Health in the 20th Century, especially NHS |
Conflict and Tension, 1918-1939 Peacemaking: End of WWI Treaty of Versailles The League of Nations and international peace Origins and outbreak of the Second World War (to be continued in autumn term of Y11) |
Assessment Pieces Hitler’s rise to power, exam question |
Assessment Pieces Factors in the development of medicine, exam question |
Assessment Pieces Summer mock exam |
|
Key vocabulary |
Kaiser, militarism, constitution, left and right wing, hyperinflation, depression, dictatorship, police state… |
Four humours, Church, miasma, anatomy, surgery, public health, anaesthetics, aseptic, laissez-faire, germ theory… |
Treaty, reparations, League of Nations, appeasement, pact, unanimous voting… |
Outside the taught curriculum
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school KS4 History Film Club
Revision materials and past papers on Google Classroom.
Suggested reading
BBC Bitesize
www.activehistory.co.uk (see history teacher for username and password)
A wide selection of historical fiction and reference books in the school library.
Pupils are provided with their own course textbooks.
Year 11
Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 11
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
AQA GCSE History https://www.aqa.org.uk/subjects/history/gcse Pupils are provided with a detailed Student Guide, outlining course content |
Conflict and Tension, 1918-1939 Impact of the Depression Origins and outbreak of the Second World War: Escalation of tension in the 1930s Manchuria and Abyssinia Saar, Rhineland, Anschluss Sudeten Agreement and appeasement Invasion of Czechoslovakia Nazi-Soviet Pact Invasion of Poland and the outbreak of war |
Shaping the Nation Elizabethan England 1568-1603 Background and Character Court, Parliament Essex Rebellion, Marriage and Succession Religious Settlement Mary, Queen of Scots, Later Rebellions Spanish Armada Exploration Society, poverty Historic Environment Site study changes each year: 2022: Sheffield Manor Lodge |
Finish spring term work as necessary Revision and exam practice |
Assessment Pieces Abyssinia Source Exercise Conflict & Tension Mock Exam |
Assessment Pieces Elizabethan England mock |
Assessment Pieces N/A |
|
Key vocabulary |
Appeasement, Anschluss, Volksdeutsche, rearmament, Lebensraum… |
Court, Parliament, rebellion, treason, Puritan, Middle Way, great chain of being… |
N/A |
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading. In school KS4 History Film Club Revision materials and past papers on Google Classroom. |
Suggested reading |
BBC Bitesize www.activehistory.co.uk (see history teacher for username and password) A wide selection of historical fiction and reference books in the school library. Pupils are provided with their own course textbooks. |
Year 12
Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 12
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
AQA A Level History https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042 Pupils are provided with a detailed Student Guide, outlining course content |
Henry VII, 1485–1509 (Teacher 1) Henry Tudor’s consolidation of power: character and aims; establishing the Tudor dynasty Government: councils, parliament, justice, royal finance, domestic policies Relationships with Scotland and other foreign powers; securing the succession; marriage alliances Society: churchmen, nobles and commoners; regional division; social discontent and rebellions Economic development: trade, exploration, prosperity and depression Religion; humanism; arts and learning The Origins of the Cold War, c1945–1949 (Teacher 2) US, British and USSR relations in 1945: conflicting ideologies; tensions at Yalta; relations between Stalin, Roosevelt and Churchill; the breakdown of the Grand Alliance at Potsdam; relations between Stalin, Truman and Attlee Developing tensions: the Soviet Union occupation/control of eastern and southern Europe; Kennan’s Long Telegram; the Iron Curtain speech; Cominform; the Greek Civil War and the Truman Doctrine on containment The USA’s involvement in Europe: policy towards Britain and Europe; the launch of the Marshall Plan; US attitudes to Germany and Berlin Conflict over Germany: developments within the sectors, including Bizonia and currency reform; the Berlin blockade; the creation of East and West Germany; formation of NATO The Widening of the Cold War, 1949–1955 US containment in action in Asia: the reconstruction of Japan and US-Japanese relations; support for Jiang Jieshi and policy towards China and Taiwan; the defensive perimeter strategy; support for South Korea; NSC-68 The Korean War: causes, position and aims of Kim ll Sung and Syngman Rhee; attitudes and actions of the UN, USA, USSR and China; military involvement and settlement Increasing Cold War tensions: McCarthyism in the USA and its influence in Britain and Europe; US dominance in the UN and role as ‘world policeman’; the isolation of China |
Henry VIII, 1509–1547 (Teacher 1) Henry VIII: character and aims; addressing Henry VII’s legacy Government: Crown and Parliament, ministers, domestic policies including the establishment of Royal Supremacy Relationships with Scotland and other foreign powers; securing the succession Society: elites and commoners; regional issues and the social impact of religious upheaval; rebellion Economic development: trade, exploration, prosperity and depression Religion: renaissance ideas; reform of the Church; continuity and change by 1547 The Widening of the Cold War, 1949–1955 (cont) (Teacher 2) Alliances and shifts: FRG and NATO; the Warsaw Pact; SEATO; Eisenhower, Dulles and ‘brinkmanship’; the domino theory; attitude to French struggle in Indo-China; the Geneva Conference The Global War, 1955–1963 Khrushchev and East-West relations: impact of risings in Poland and Hungary and Soviet intervention; the degree of ‘peaceful coexistence’, including exchange of visits and Paris summit Cold War rivalries: the extension of the arms race including ICBMs; the space race; sputnik and space flight; the Berlin Crisis and the U2 affair; the significance and impact of the Berlin Wall Conflict in Asia: Indo-China under Ho Chi-Minh in the North and Diem in the South; formation of NLF; Kennedy’s policies towards Indo-China and Diem’s assassination Confrontation between the superpowers: US attitudes to Cuba and developments leading to the missile crisis; the 13 days; the significance of the crisis |
Non-Examined Assessment Introduction to this component A short taught course, encompassing Russia, 1855-1953 Training in research skills, source selection and analysis of interpretations Question selection Proposals (to be completed over the summer holiday) |
Assessment Pieces Exam questions at the end of each section of content |
Assessment Pieces Exam questions at the end of exam section of content |
Assessment Pieces Summer mock exam |
|
Key vocabulary |
Numerous – see above |
Numerous – see above |
Numerous – see above |
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading. Revision materials and past papers on Google Classroom. Tudor Lectures |
Suggested reading |
A detailed list of suggested reading can be found in the Student Guide. Students have regular library lessons to encourage them to engage in wider reading. They are also provided with their own course textbooks. |
Year 13
Subject Leader: Miss J Smith email: jsmith@kingedwardvi.bham.sch.uk
Year 13
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
AQA A Level History https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042 Pupils are provided with a detailed Student Guide, outlining course content |
Instability and consolidation: ‘the Mid-Tudor Crisis’, 1547–1563 (Teacher 1)
Confrontation and cooperation, c1963–1972 (Teacher 2)
The Brezhnev era, 1972–1985
|
The triumph of Elizabeth, 1563–1603 (Teacher 1) Elizabethan government: court, ministers and parliament; factional rivalries Foreign affairs: issues of succession; Mary, Queen of Scots; relations with Spain Society: continuity and change; problems in the regions; social discontent and rebellions Economic development: trade, exploration and colonisation; prosperity and depression Religious developments, change and continuity; the English renaissance and ‘the Golden Age’ of art, literature and music The last years of Elizabeth: the state of England politically, economically, religiously and socially by 1603 The Brezhnev era, 1972–1985 (cont) (Teacher 2) The Second Cold War: the reasons for renewed hostilities and developments, including the Soviet invasion of Afghanistan; new personalities, including Reagan, Thatcher and Pope John Paul II; the crushing of Solidarity in Poland; the shooting down of KAL 007 Developments in Africa and the Americas: the impact of Cuban intervention in Angola and Ethiopia; the impact of US intervention in Latin America and the Caribbean including Chile, Grenada and Nicaragua The ending of the Cold War, 1985–1991 Gorbachev and the ending of the Cold War: pressures on and significance of Gorbachev as Soviet leader; new thinking and practicalities: the importance of Soviet economic problems; The summits between the USA and the USSR, including Geneva, Reykjavik, Washington and Moscow; Reagan; star wars; Bush and the US response The collapse of Communism in the Eastern European soviet satellite states; the end of the Brezhnev Doctrine and significance of events of 1989 The ending of Cold War tensions in Asia: Afghanistan; the Americas: Cuba, Nicaragua and El Salvador; Africa: Angola and Ethiopia; the end of the Cold War: the Malta summit and its aftermath, including the reunification of Germany; the collapse of the USSR and resignation of Gorbachev |
Completion of remaining content and revision/exam practice. |
Assessment Pieces Exam questions at the end of each section of content |
Assessment Pieces January mock exam Exam questions at the end of exam section of content |
Assessment Pieces N/A |
|
Key vocabulary |
Numerous – see above |
Numerous – see above |
Numerous – see above |
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading. Revision materials and past papers on Google Classroom. Tudor Lectures |
Suggested reading |
A detailed list of suggested reading can be found in the Student Guide. Students have regular library lessons to encourage them to engage in wider reading. They are also provided with their own course textbooks. |
Year 12
Subject Leader: Miss J Smith • email: jsmith@kingedwardvi.bham.sch.uk
Year 12
AQA A Level Politics https://www.aqa.org.uk/subjects/gov ernment-and-politics/as-and-a- level/politics-7152
Pupils are provided with a detailed Student Guide, outlining course content
The UK Constitution (Teacher 1)
Devolution
The structure and role of Parliament
Democracy (Teacher 2)
Elections and referendums
Students will be required to analyse and evaluate the characteristics of different systems used in parliamentary elections and in elections to one of the devolved bodies in the UK including:
Assessment Pieces
Exam questions at the end of each section of content
Key vocabulary: Numerous – see above
The Prime Minister and cabinet (Teacher 1 cont)
The judiciary
The European Union (Teacher 2)
Political parties
Pressure groups
The European Union (Teacher 2)
Assessment Pieces
Exam questions at the end of exam section of content
Key vocabulary: Numerous – see above
The constitutional framework of US government
The electoral process and direct democracy
Assessment Pieces
Summer mock exam
Key vocabulary: Numerous – see above
Through regular watching of the news and relevant programmes. Work experience with local MPs
Annual Democracy Forum – opportunity to question a panel of local MPs and councillors Occasional visiting speakers
Revision materials and past papers on Google Classroom.
A detailed list of suggested reading and websites can be found in the Student Guide. Students have regular news reviews in their lessons to help them engage in current affairs.
They are also provided with their own course textbooks.
Year 13
Subject Leader: Miss J Smith • email: jsmith@kingedwardvi.bham.sch.uk
Year 13
AQA A Level Politics https://www.aqa.org.uk/subjects/g overnment-and-politics/as-and-a- level/politics-7152
Pupils are provided with a detailed Student Guide, outlining course content
The legislative branch of government:
Congress
The executive branch of government:
President
The judicial branch of government
Political parties
Pressure groups
Civil rights
Comparative politics: structural, rational and cultural comparisons to the UK made throughout.
Assessment Pieces
Exam questions at the end of each section of content
Key vocabulary: Numerous – see above
Liberalism
Conservatism
Socialism
Feminism
Assessment Pieces
January mock exam
Exam questions at the end of exam section of content
Key vocabulary: Numerous – see above
Completion of content as necessary
Revision and exam practice
Assessment Pieces
N/A
Key vocabulary: Numerous – see above
Through regular watching of the news and relevant programmes. Work experience with local MPs
Annual Democracy Forum – opportunity to question a panel of local MPs and councillors Occasional visiting speakers
Revision materials and past papers on Google Classroom.
A detailed list of suggested reading and websites can be found in the Student Guide. Students have regular news reviews in their lessons to help them engage in current affairs.
They are also provided with their own course textbooks.
STAFF
ADDITIONAL INFORMATION
History is taught as a discrete subject from Key Stage 3 through to A Level.
Government and Politics is taught at A Level only.
Students follow the AQA specifications for A Level History and Politics, also for GCSE History.
KS3
During KS3, pupils learn about significant individuals and events in the history of Britain, from the Middle Ages to the 21st Century, and aspects of European and world history. Lessons, we hope, are interesting and varied! They may involve group or pair work as well as individual study. Highlights of KS3 include an investigation into why Thomas Becket was murdered (Y7), a re-enactment of the trial of Guido Fawkes (Y8, Covid-permitting) and designing a commemorative plate, positive or negative, to reflect their work on industry and empire (Y9).
Our intention is for pupils to see KS3 as both academically challenging and engaging, and believe that our selection of topics reflects this. For example, in Y9 we choose to focus on the social impact of industrialisation (living and working conditions, protest etc) rather than the economic aspects which our pupils would find dry. Hopefully they also see the relevance of our subject. We often draw out similarities and differences to the modern day in the interests of encouraging pupils to be well informed citizens. We have also been working hard to diversify our curriculum, particularly in Year 9.
In summary, pupils cover the following, broadly following the National Curriculum:
Year 7:
Year 8:
Year 9:
GCSE History
Paper 1: Understanding the Modern World
Section A – Germany, 1890-1945
Section B – Conflict and Tension, 1918-1939
Paper 2: Shaping the Nation
Section A – Britain: Health and the people: c1000 to the present day
Section B – British Depth Study: Elizabethan England, c1568–1603
A Level History
Breadth Study. The Tudors: England, 1485-1603
Depth Study. The Cold War, c1945-1991
Historical Investigation: Russia, 1855-1953: From Tsars to Commissars
A Level Government and Politics
Government and Politics of the UK
Government and Politics of the USA and Comparative Politics
Political Ideas
HOW CAN PARENTS HELP?
In History, you can best help by being interested and encouraging your child to talk about the work in which she is currently engaged. You can also prompt her to read teacher comments on written work, act upon them and review work frequently. You may wish to refer to her exercise book or folder and any course outline sheets/booklets she has been given. Your child will be using at least one core textbook at all levels and these should be used to consolidate classroom learning. We also regularly post suggestions for extra reading or revision on central year group Google Classrooms.
Interest can also be stimulated by leisure visits to historical sites, while on holiday, or locally at the weekend. Such visits do not have to be directly related to the topic or period under discussion, nor need they be expensive if advantage is taken of family concessions, English Heritage or National Trust membership, or free access to museums. The reading of historical literature, again of any period, could also be encouraged – the advice of the school librarian could be made use of here and we have an extensive list of recommended historical fiction. In addition, parents could usefully direct attention to the many historically related television programmes which are regularly on offer. We do not particularly recommend general internet searches as these tend to discourage the questioning of material and pupils tend not to read information carefully enough.
Where Politics is concerned, much of the above advice still applies. In addition, it is imperative that your child watches the news on the television, listens to it on the radio (Channel 4’s Today programme is particularly recommended) and/or reads a good quality newspaper.
WHERE NEXT
History
Contrary to some mistaken opinion, a degree in History does not confine you to a career in teaching! Rather, because of its generalist nature (as explained above), it can lead to a wide range of attractive (and even lucrative!) careers. Frequently linked is Law (qualification requires further training), but also:
The list is endless – it includes anything that demands analytical thinking with the ability to express oneself effectively!
Politics
As the basis for degree study: either a pure Politics course, or as part of International Relations, American Studies, Public Policy or similar courses. Politics is also commonly offered in conjunction with other subjects e.g. Law, PPE (Politics, Philosophy and Economics), Sociology, Business/Management, History, Economics, to suggest a few of the more usual combinations. Even without further study, the course will enable you to take a lasting interest in political issues and play your part as an effective citizen at election time! All of the above career areas (and more!) apply.
OPPORTUNITIES OUT OF LESSONS
In line with our department aims, we seek to encourage pupils to pursue their interest in History and Politics beyond the classroom, through visits, television programmes, wider reading etc. We are not just interested in the exam!
Key Stage 3
The department has offered a number of curriculum-related trips, e.g. Warwick Castle with Y7 and the Black Country Museum with Y9. We have also organised several trips to the First World War battlefields of Belgium and Northern France.
There is a KS3 History Club who meet one lunchtime a fortnight. Here pupils have the opportunity to explore additional topics from outside of our curriculum, and to enrich their understanding of those they have studied. We also have occasional speakers, including past pupils who have gone on to study History and Politics. We take part in the annual Magistrates’ Mock Trial competition and Bar Mock Trial competition and are three times national winners!
We hope to set up an Enrichment Google Classroom this year, on which we will post suggestions for wider reading and general interest.
Key Stage 4
We have offered trips to sites of historical interest, theatre and cinema visits, when suitable opportunities have arisen, and on one occasion we took a group of Y10 and 11 pupils to Auschwitz in Poland, an experience none of us will ever forget. We have also visited the National Memorial Arboretum in Staffordshire to consider the theme of remembrance.
Key Stage 5
We try to ensure that pupils have the opportunity to attend conferences for revision and stimulation as appropriate. As a department, we are committed to offering a continuing programme of involvement and stimulation within the confines of the school’s visits policy. In the summer term of 2022, for example, we attended a Politics Day held at King Edward’s School in Edgbaston. Here students were able to hear speakers such as Jess Phillips MP and Andy Street, West Midlands mayor. We run occasional visits to the Houses of Parliament and enjoy very lively mock election campaigns: 2015, 2017, 2019! We have also joined up with the Economics and Business Studies departments in the past for trips to Washington and New York.
USEFUL LINKS
Key Stage 3
www.schoolhistory.co.uk
www.activehistory.co.uk (your History teacher can provide the username and password)
Key Stage 4
www.schoolhistory.co.uk
www.aqa.org.uk.
www.bbc.co.uk/bitesize/subjects/zj26n39
https://senecalearning.com/en-GB/
Key Stage 5
History:
www.aqa.org.uk.
www.jstor.org/
www.gutenberg.org/ (A free website with over 60,000 freely available ebooks, with extensive catalogues of full history books covering many topics)
https://sourcebooks.fordham.edu/mod/modsbook.asp (Fordham University’s Modern History sourcebook. A publicly accessible internet archive of historical sources)
Historical Association https://www.history.org.uk/ (your teacher can provide a login)
http://alphahistory.com/russianrevolution/russian-revolution-documents/
https://eudocs.lib.byu.edu/index.php/History_of_Russia:_Primary_Documents
Politics:
https://my.dynamic-learning.co.uk – ask your Politics teacher for login details
www.aqa.org.uk.
http://tutor2u.net/
https://senecalearning.com/en-GB/
www.bbc.co.uk/news – BBC News website
www.direct.gov.uk – website of the UK Government
www.number10.gov.uk – the Downing Street website
www.Parliament.uk – website of the UK Parliament
www.economist.com – The Economist magazine
www.ft.com – The Financial Times
www.guardianunlimited.co.uk – The Guardian newspaper
www.hansard-society.org.uk – The Hansard Society for parliamentary government
www.electoral–reform.org.uk – Electoral Reform Society, pressure group criticising FPTP
www.electoralcommission.org.uk – for information about elections in the UK
Plus the websites of various political parties!