Name: The Treaty of Versailles, Diktat & Stab-in-the-Back (Dolchstoß) Conspiracy, 1918-19 | GCSE History @Alonglongtimeago
Uploaded: 2026-09-22T08:17:00-05:00
Duration: 8 min 17 s
Description: The Treaty of Versailles, Diktat & Stab-in-the-Back (Dolchstoß) Conspiracy, 1918-19 | GCSE History

The Treaty of Versailles, Diktat & Stab-in-the-Back (Dolchstoß) Conspiracy, 1918-19 | GCSE History

A long, long time ago... 2026-09-22 | The Treaty of Versailles, Diktat & Stab-in-the-Back (Dolchstoß) Conspiracy, 1918-19 | GCSE History

The Power of the English Earls, 1016-1066 | GCSE History | Anglo-Saxon & Norman England

A long, long time ago... 2024-03-06 | It’s Autumn 1016 and the Danish viking King Cnut has just successfully conquered England. As part of his measures to secure control over the country, the following year, he introduces earls and earldoms.

#GCSEHistory #GCSERevision #AngloSaxonEngland

PATREON: patreon.com/alonglongtimeago

*Useful resources*

Practice exam-style questions on Anglo-Saxon and Norman England: Coming at some point
Quizlet Flashcards: Coming at some point
Revision Notes: Also coming at some point

*SOURCES*

Note: The maps used in this video to show the earldoms are only roughly accurate as there is no actual record of what the exact borders of the earldoms were at any given point.

FOOTNOTES:
[1] Richard Huscroft, _Ruling England 1042-1217_ (2nd end, London, 2016), p. 28.
[2] Ibid., p. 21.

BIBLIOGRAPHY:
Barlow, Frank, _The Godwins: The Rise and Fall of a Noble Dynasty_ (Oxford, 2003).
Bircher, Rob, _Edexcel GCSE (9-1) History: Anglo-Saxon and Norman England, c1060-1087_ (1st edn, London, 2016), pp. 12-14.
Green, Judith A., _Forging the Kingdom: Power in English Society, 973-1189_ (Cambridge, 2017).
Huscroft, Richard, _Ruling England 1042-1217_ (2nd end, London, 2016).
Stenton, Frank Merry, _Anglo-Saxon England_ (Oxford, 1971).

*I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a somewhat questionable source. The textbook does not cite its sources, contains numerous errors and often outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision.

*Social Media*
Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social
Patreon: patreon.com/alonglongtimeago
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Insta: instagram.com/alonglongtimeago || @alonglongtimeago

*IMAGE ATTRIBUTIONS*

Used in thumbnail and at 2:05
"Anglo-Saxon hall1" (commons.wikimedia.org/w/index.php?curid=138183846) by Glen (flickr.com/photos/l2f1) is licensed under CC BY 2.0 (creativecommons.org/licenses/by/2.0/?ref=openverse).

1:54
"West Stow Saxon 5" (flickr.com/photos/22218727@N02/5588561925) by Richard Penn (flickr.com/photos/22218727@N02) is licensed under CC BY 2.0 (creativecommons.org/licenses/by/2.0/?ref=openverse).

2:32
“Field in Penistone” by A long, long time ago… (2022)

4:02
"Replica Saxon Buildings" (flickr.com/photos/68932647@N00/53007596585) by Tim Sheerman-Chase (flickr.com/photos/68932647@N00) is licensed under CC BY 2.0 (creativecommons.org/licenses/by/2.0/?ref=openverse).

5:07
"Viking house" (flickr.com/photos/51638848@N00/3729668731) by Jon Olav (flickr.com/photos/51638848@N00) is licensed under CC BY 2.0 (creativecommons.org/licenses/by/2.0/?ref=openverse).

0:00 Intro
0:18 Brief History of Earldoms
1:44 What Do Earls Do?
3:08 Limits to the Earls' Power
4:51 The Witan
5:48 Outro

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

Cultural Changes in Weimar Germany, 1920s | GCSE History | Weimar & Nazi Germany

A long, long time ago... 2023-10-30 | It’s the 1920s and a variety of factors has caused a boom in experimentation in culture and the arts in Weimar Germany - the so-called avant-garde.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

*Useful resources*

Practice exam-style questions on Weimar: quizlet.com/_6cqa3d
Quizlet Flashcards: Coming at some point
Revision Notes: Also coming at some point

*SOURCES*

FOOTNOTES:
[1] Corey Ross, ‘Mass Culture and Divided Audiences: Cinema and Social Change in Inter-War Germany’ in _Past & Present_ 193 (Oxford University Press, 2006), p. 160; Ibid., p. 174.
[2] Sharon Gillerman, ‘German Jews in the Weimar Republic’, in Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 415.
[3] Matthew Stibbe, _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010), p. 136.
[4] Ibid., p. 137.
[5] Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 18.
[6] Jochen Hung, ‘Mass Culture’, in Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 446.
[7] Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022), p. 18.

BIBLIOGRAPHY:
John Child, _Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))_ (Pearson, 2016), pp. 36-38.*
Corey Ross, ‘Mass Culture and Divided Audiences: Cinema and Social Change in Inter-War Germany’ in _Past & Present_ 193 (Oxford University Press, 2006), pp. 157-195.
Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022)**
Matthew Stibbe, _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010)

*I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a very questionable source, which fails to cite its sources, contains numerous errors and outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision.

**Benjamin says read his book: global.oup.com/academic/product/the-oxford-handbook-of-the-weimar-republic-9780198845775?cc=nl&lang=en& He is a cool guy (and even gave feedback on this script!) so I think you should too.

*Social Media*
Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social
Patreon: patreon.com/alonglongtimeago
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Insta: instagram.com/alonglongtimeago || @alonglongtimeago

*IMAGE ATTRIBUTIONS*

3:48
“Einsteinturm 7443a” [commons.wikimedia.org/wiki/File:Einsteinturm_7443a.jpg] by Astrophysikalisches Institut Potsdam

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

WWI was NOT caused by a Sandwich: What is History?

A long, long time ago... 2023-10-02 | What is history? Seems obvious, right? It’s the past. It’s that subject at school where you have to memorise a bajillion facts and dates and then write soooo many words in an exam about these facts and dates that it feels like your hand, maybe even your whole arm, is going to fall off before you’re even five minutes in. I’m here to tell you that that’s wrong.

School has lied to you. History is not about remembering facts and dates and, most importantly, world war one was not caused by a sandwich (I’ll explain that bit later)! So, if that’s all wrong, you might be wondering then… What is history?

#History #GCSEHistory #WorldWarOne

PATREON: patreon.com/alonglongtimeago

*SOURCES*

BIBLIOGRAPHY
- Scott Allsop, 'Gavrilo Princip’s sandwich myth and the causes of WW1', _Mr Allsop History .com_ (2013), mrallsophistory.com/revision/gavrilo-princips-sandwich-causes-of-ww1.html [accessed 7 April 2023]
- Anon, 'Politicizing the Past: Can History be Taught Objectively?', _The Politic_ (2020), thepolitic.org/article/politicizing-the-past-can-history-be-taught-objectively [accessed 7 April 2023].
- Anon, 'Why Do Historians Disagree?', _Open Learn_ (2019), https://www.open.edu/openlearn/history-the-arts/history/why-do-historians-disagree [accessed 7 April 2023].
- John Child, _Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))_ (London, 2016).
- Peter Claus and John Marriott, _History: An Introduction to Theory, Method and Practice_ (London, 2014).
- Mike Dash, 'The Origin of the Tale that Gavrilo Princip Was Eating a Sandwich When He Assassinated Franz Ferdinand', _Smithsonian_ (2011) smithsonianmag.com/history/gavrilo-princips-sandwich-79480741/#:~:text=It's%20an%20account%20that%2C%20while,No%20sandwich%2C%20no%20shooting [accessed 7 April 2023].
- W. Caleb McDaniel, 'How to Read for History', _W. Caleb McDaniel_ (2008), http://wcaleb.org/blog/how-to-read [accessed 7 April 2023].
- Helen Parr, 'Is Empathy an Aid or a Hindrance to Historians?', _History Today_ (2019), historytoday.com/archive/head-head/empathy-aid-or-hindrance-historians [accessed 7 April 2023].
- John Tosh, _The pursuit of history: aims, methods and new directions in the study of history_ (6th edn, London, 2015).

*Social Media*
Bluesky: https://bsky.app/profile/alonglongtim... || @alonglongtimeago.bsky.social
Patreon: patreon.com/alonglongtimeago
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Insta: https://www.instagram.com/alonglongti... || @alonglongtimeago

*IMAGE ATTRIBUTIONS:*

First used:
1:57
"Baldwin Hills Magnet School Playground" [flickr.com/photos/44846110@N07/6179667706] by Clotee Pridgen Allochuku [flickr.com/photos/clotee_allochuku] is licensed under CC BY 2.0 [flickr.com/photos/clotee_allochuku/].
2:01
"my office" [flickr.com/photos/85278812@N00/1725317] by Robbie1 [flickr.com/photos/85278812@N00] is licensed under CC BY 2.0 [creativecommons.org/licenses/by/2.0/?ref=openverse].
5:14
Is marked with Public Domain Mark 1.0.
5:23
"Sarajevo for Visa (84)" [flickr.com/photos/27813593@N00/5589541477] by brian395 [flickr.com/photos/brian395] is licensed under CC BY 2.0 [creativecommons.org/licenses/by/2.0/?ref=openverse].
5:32 / thumbnail
"Tesco Express" [flickr.com/photos/48644834@N08/5464119321] by EdinburghGreens [flickr.com/photos/edinburghgreens] is licensed under CC BY 2.0 [creativecommons.org/licenses/by/2.0/?ref=openverse].

*How I moderate comments:*
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit?usp=sharing

The German New Woman, 1918-1933 | GCSE History | Weimar Germany

A long, long time ago... 2023-09-19 | It’s the 1920s and for many women, especially young, unmarried, working ones, living in big cities, the times are brining greater financial independence. Combined with more open attitudes, and having grown up through the war, meaning many are also used to greater social independence, there develops something of a new type of women.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

*Useful resources*

Practice exam-style questions on Weimar: quizlet.com/_6cqa3d
Quizlet Flashcards: Coming at some point
Revision Notes: Also coming at some point

*SOURCES*

FOOTNOTES:
[1] A. J. Lotka, ‘Modern Trends in the Birth Rate’ in _The Annals of the American Academy of Political and Social Science_ 188 (Sage Publications, 1936), pp. 2-3.
[2] G. V. Glass, G. C. Tiao and T. O. Maguire, ‘The 1900 Revision of German Divorce Laws: Analysis of Data as a Time-Series Quasi-Experiment’ in _Law & Society Review_ 5.4 (Wiley, 1971), p. 542; H. Engelhardt, H. Trappe and J. Dronkers, _Differences in Family Policy and the Intergenerational Transmission of Divorce: A Comparison between the former East and West Germany_ (Max-Planck-Institut, 2002), p. 34.
[3] M. Stibbe, _Germany, 1914-1933: Politics, Society and Culture_ (Routledge, 2010), p.141.
[4] Kerry Wallach, ‘Visual Weimar: The Iconography of Social and Political Identities’, in Rossol & Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (OUP, 2022), p. 527; Stibbe, ‘Germany’, p. 140.
[5] Ute Planert, ‘Weimar Bodies: Gender, Sexuality, and Reproduction’, in Rossol & Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (OUP, 2022), p. 379.

BIBLIOGRAPHY:
John Child, _Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))_ (Pearson, 2016), p. 35.*
Henriette Engelhardt, Heike Trappe and Jaap Dronkers, _Differences in Family Policy and the Intergenerational Transmission of Divorce: A Comparison between the former East and West Germany_ (Max-Planck-Institut, 2002).
Gene V. Glass, George C. Tiao and Thomas O. Maguire, ‘The 1900 Revision of German Divorce Laws: Analysis of Data as a Time-Series Quasi-Experiment’ in _Law & Society Review_ 5.4 (Wiley, 1971).
Alfred J. Lotka, ‘Modern Trends in the Birth Rate’ in _The Annals of the American Academy of Political and Social Science_ 188 (Sage Publications, 1936).
Nadine Rossol and Benjamin Ziemann (eds), _The Oxford Handbook of the Weimar Republic_ (Oxford University Press, 2022).**
Matthew Stibbe, ‘Germany, 1914-1933: Politics, Society and Culture’ (Routledge, 2010) - this book is a great alternative to the GCSE textbook if you want a historically rigorous overview of Weimar Germany! It also covers the debate over the existence of the New Woman relatively clearly.
Cornelie Usborne, 'The New Woman and generational conflict: perceptions of young women's sexual mores in the Weimar Republic' in Mark Roseman, 'Generations in Conflict Youth Revolt and Generation Formation in Germany 1770–1968' (Cambridge University Press, 1995).

*I rely on an official GCSE textbook heavily for the purpose of making sure that what I’m teaching falls in line with the GCSE curriculum, the problem with this, however, is that this official GCSE textbook is a very questionable source, which fails to cite its sources, contains numerous errors and outdated interpretations of the history. It very much does not hold up to academic standards and should not be used for anything other than GCSE revision.

**Benjamin says read his book: global.oup.com/academic/product/the-oxford-handbook-of-the-weimar-republic-9780198845775?cc=nl&lang=en& He is a cool guy (and even gave feedback on this script!) so I think you should too.

*Social Media*
Bluesky: https://bsky.app/profile/alonglongtimeago.bsky.social || @alonglongtimeago.bsky.social
Patreon: patreon.com/alonglongtimeago
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Insta: instagram.com/alonglongtimeago || @alonglongtimeago

*IMAGE ATTRIBUTIONS*

Thumbnail
"Cafe Central" [flickr.com/photos/96346885@N04/47575508682] by a.canvas.of.light [flickr.com/photos/96346885@N04], licensed under CC BY 2.0 [creativecommons.org/licenses/by/2.0/?ref=openverse].
0:05
“Das Reichstagsgebäude - The Reichstag building - Berlin” [commons.wikimedia.org/w/index.php?curid=53930183] by Jens Cederskjold [web.archive.org/web/20161014223309/http://www.panoramio.com/user/1513503?with_photo_id=35238209], licensed under CC BY 3.0 [creativecommons.org/licenses/by/3.0/deed.en].
0:34
Same as thumbnail.
3:36
Still from ‘Berlin – Die Sinfonie der Großstadt’ by Walter Ruttmann (1927), which is in the Public Domain
4:37
Still from ‘Berlin – Die Sinfonie der Großstadt’ by Walter Ruttmann (1927), which is in the Public Domain

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

1919: Parties of the Weimar Republic | GCSE History | Weimar Germany

A long, long time ago... 2023-01-27 | It’s 1919 and so-called moderates are the majority in the National Assembly, holding 77% of seats. The social democrats have worked with the democrats and the centre party to create the Weimar Republic so perhaps this is unsurprising. However there are also far left and right-wing parties who don’t support the republic. To understand what’s going on, it might help take a look at who the parties in the Weimar Republic even are.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

**---Useful resources---**

Quizlet Flashcards: quizlet.com/_cp0knc?x=1jqt&i=1fj39y

Practice exam-style questions: -

LINK FOR OTHER QUESTIONS (INCLUDING SOURCE & INTERPRETATIONS QUESTIONS): quizlet.com/_6cqa3d

Revision Notes:

- Moderates were in the majority in the National Assembly (they had 77% of seats)
- SPD worked with DDP and ZP to create the Republic
- There were far right and left parties which didn’t support the Republic

Far right groups:
- Wanted a return to a strong government (lots of power for the government to control people)
- Wanted a strong army
- Wanted the country to be headed by a powerful kaiser-like leader
- They supported capitalism and ‘championed families, law & order and traditional values’
- The German National People's Party (DNVP) was the main right-wing party in 1919

Radical left groups wanted:
- Wanted germany to be controlled by 'the people'
- Opposed capitalism and wanted to abolish private ownership of land & business, and put these in the hands of workers
- They were internationalists who stressed co-operation, rather than the independence of nations
- The German Communist Party (KPD) was the main far-left party during the course of the Republic

The main parties of the Weimar Republic are:
- Far left: KPD (Communists)
- Moderate left: SPD (Social Democrats) & DDP (Democrats)
- Centre: ZP (Centre Party) (actually more centre right)
- Moderate right: DVP (People’s Party)
- Far right: DNVP (National People's Party), NSDAP (Nazi Party)

- The KPD and Nazis opposed the republic outright
- The SPD, DDP and ZP were the main supporters of the republic and the others fell in between
- Workers tended to support the left, middle classes the centre, and rich people the right

IMAGE ATTRIBUTIONS

Used in thumbnail
“Das Reichtagsgebäude - The Reichstag building - Berlin” by Jens Cederskjold, licensed under CC BY 3.0
Source: commons.wikimedia.org/w/index.php?curid=53930183
License: creativecommons.org/licenses/by/3.0/deed.en
Author's Page: web.archive.org/web/20161014223309/http://www.panoramio.com/user/1513503?with_photo_id=35238209

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit?usp=sharing

SOURCES:
John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347], pp. 23-24
It's a GCSE textbook, please don't use it for any serious academic writing!

**---Social Media---**
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Patreon: patreon.com/alonglongtimeago
Insta: instagram.com/alonglongtimeago || @alonglongtimeago
facebook.com/alongtimeagoYT

How to answer a 16 mark Interpretations Exam Question | Edexcel History GCSE Revision

A long, long time ago... 2022-04-19 | An in-depth look into how to effectively answer a 16 mark "interpretations" question - the type which appears as question 3d of paper 3 of the 9-1 Edexcel GCSE history exam. I break down an example answer to demonstrate a structure you can use to answer this question.

#GCSEHistory #GCSERevision #EdexcelHistory

History Blast (Andy's Channel): youtube.com/channel/UCGK_GagA8DByiyJYtNzfiAQ

PATREON: patreon.com/alonglongtimeago

*Useful resources*

LINKS TO EXAM QUESTIONS:
Crime & Punishment Questions: quizlet.com/_5dxxg2
Medicine Through Time Questions: quizlet.com/_5dy15e
Warfare & British Society Questions: quizlet.com/_5dyr57
Weimar & Nazi Germany Questions: quizlet.com/gb/384178585/weimar-nazi-germany-practice-questions-flash-cards/?i=1fj39y&x=1jqt
Example Answers: quizlet.com/_6gub7i

This video is a revision resource for answering the 16 mark interpretations questions on the Pearson Edexcel 2016 History GCSE (9-1).

HOW I MODERATE COMMENTS
docs.google.com/document/u/2/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

SOURCES:
John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347], pp. 23-24
It's a GCSE textbook, please don't use it for any serious academic writing!

*Social Media*
Bluesky: https://bsky.app/profile/alonglongtim... || @alonglongtimeago.bsky.social
Patreon: patreon.com/alonglongtimeago
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Insta: https://www.instagram.com/alonglongti... || @alonglongtimeago

1923: Hyperinflation | GCSE History | Weimar Germany

A long, long time ago... 2022-01-09 | It’s 1923 and a goods shortage means that prices are rising like crazy.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Revision Notes:
Inflation and hyperinflation
- goods shortages in early 1923 meant that prices went up - this is called inflation
- people had to pay more money to get what they needed
- government decisions made things worse
- the gov needed money to pay their debts but unemployment and failing factories meant they were getting less tax money
- 1919-23 gov income was a quarter of what was needed
- the gov resorted to printing more money
- 1923 gove had 300 paper mills and 2000 printing shops dedicated to printing more bank notes
- initially it made it easier to pay reparations
- but it made inflation worse
- vicious circle: prices rose more, more money printed, caused prices to rise again
- by 1923 prices where huge
- this extreme inflation is called hyperinflation
- price of a loaf of bread: 1919 1 mark, 1922, 100 marks, 1923 200 000 billion marks

the effects of hyperinflation

1) Normal Living became impossible
- printing presses couldn’t produce enough money
- people had to pin money to letters because stamps were useless
- they had to carry bundles of money in baskets and even wheelbarrows
- many workers were paid twice a day so they could rush out and buy goods before prices rose even more
- some shops refused to take money at all, asking for payment in kind (swapping goods)
- some people raided shops because they couldn’t afford food

2) Everyone suffered from shortages
- german marks became worthless for importing goods
- 1918 buying £1 worth of foreign goods cost 20 marks, by nov 1923, £1 worth of foreign goods cost 20 billion marks
- foreign suppliers refused to accept german marks for goods so imports dried up and shortages of food and other goods got worse for everyone

3) People with savings were hit hardest
- those with money in bank accounts, insurance policies or pensions had their saved money become worthless
- thus the middle classes were the worst affected

There were people who benefited from inflation
- people who had loans or took them out found that the value of the money they owed went down, e.g. some big businessmen borrowed money and profited because the value of their debts went down
- other people hoarded goods and then sold them for a large profit as prices went up
- foreign visitors also benefited, as the value of their own currency rose against the german mark, so they could buy much more with their money
- german people bitterly resented people who made money out of their suffering

the damage done
- after august 1923 a new chancellor gustav stresemann found solutions to some of the problems of 1923
- by this point however the political and economic turmoil from 1918 to 1923 had done its damage
- the WR was shown to be weak, it had been rescued by the freikorps in 1919 and workers striked in 1920, government forces had killed thousands of germans in order to stay in power
- all germans had suffered. most blamed the WR for their suffering, the middle classes which would normally be the bedrock of the republic suffered most
- extremist parties with private armies hostile to the republic had gained in strength

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

SOURCES:
John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347], pp. 23-24
It's a GCSE textbook, please don't use it for any serious academic writing!

***---Social Media---***
Twitter: twitter.com/alongtimeago_YT || @alongtimeago_YT
Patreon: patreon.com/alonglongtimeago
Insta: instagram.com/alonglongtimeago || @alonglongtimeago
facebook.com/alongtimeagoYT

1892: The Johnson County War | GCSE History Revision | The American West

A long, long time ago... 2021-09-04 | It’s 1870 and there are only 9000 US citizens in the whole of the Wyoming territory- almost all of the land is owned by the government. In the late 1860s the Union Pacific Railroad had crossed the south of Wyoming, meaning that throughout the 1870s massive cattle ranches develop. The ranchers are financed by rich investors- many of which are British. As the population in the territory increases, cattlemen deemed wealthy and ‘respectable’ are appointed to all the key positions in government and the judiciary (court judges).

#GCSEHistory #GCSERevision #AmericanWest

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***
Quizlet Flashcards: quizlet.com/_503ie0

Practice exam-style questions:
- Explain 2 consequences of the lynching of Averill and Watson for homesteaders in Wyoming.
- Write a narrative account analysing the events of the Johnson County War.
- Explain the importance of the Johnson County War for relations between homesteaders and ranchers.

Revision Notes:
- armed conflicts between different factions for control of land in the West are known as 'range wars' after the range (the plains)
- Johnson County War is the best known of the range wars
- was a range war between cattle barons on one side, and homesteaders and small ranchers on the other
- significant in that it shows the West, even by the 1890s, still had places where men took the law into their own hands

Tensions in Wyoming
- In 1870 there were only 9000 US citizens in the whole of the Wyoming territory & almost all of the land was owned by the government
- The Union pacific railroad crossed the south of Wyoming in the late 1860s
- Through the 1870s, massive cattle ranches developed
- The ranchers were financed by rich investors, many of whom were British
- As the population increased in the territory, wealthy 'respectable' cattlemen were appointed to all the key positions in government and the judiciary (judges)
- The winter of 1886-87 caused terrible losses to their herds. which shook the power and influence of the big ranchers
- Small ranchers survived this better, and big ranchers suspected this was because they had stolen many of their cows
- Rustling had been a problem for many years on the open range, but now the big ranchers were struggling to survive
- They used their association, the Wyoming Stock Growers Association (WSGA), to ban small ranchers that they suspected of rustling from the spring round-up
- Ordinary people were fed up of the way the big ranchers always grabbed everything for themselves
- This meant juries made up of ordinary people would almost never convict someone accused of rustling by big ranchers
- Big ranchers began to discuss taking the law into their own hands

The killing of Ella Watson and Jim Averill
- Ella Watson and Jim Averill farmed a homestead of 670 acres in the middle of an open-range pasture used by cattleman Albert Bothwell
- Ella and Jim had a legal claim to the land, but Bothwell wanted them gone
- Disputes flared

IMAGE ATTRIBUTIONS

First appears at 0:18
"Great Plains LCC" by U.S. Fish and Wildlife Service Headquarters, licensed under CC BY 2.0
Source: flickr.com/photos/usfwshq/14099213537/in/photostream
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/photos/usfwshq

First appears at 1:30
"Old Post Office and U.S. Courthouse" by Carol Highsmith (LOC), licensed under CC PDM 1.0
Licence: creativecommons.org/publicdomain/mark/1.0

First appears at 4:07
"Grimes Canyon Cattle Ranch" by William Garrett, licensed under CC BY 2.0
Source: flickr.com/photos/13869613@N08/6119283254
Licence: creativecommons.org/licenses/by/2.0
Author's Page: flickr.com/photos/billgarrett-newagecrap

First appears at 4:47
"Goodnight Barn at Goodnight’s Rock Canyon Cattle Ranch in Colorado" by PEO ACWA, licensed under CC BY 2.0
Source: flickr.com/photos/39388148@N04/42668332774
Licence: creativecommons.org/licenses/by/2.0
Author's Page: flickr.com/photos/acwa

First appears at 5:34
"Fort Fetterman State Historic Park, Wyoming" by Mike Goad, licensed under CC PDM 1.0
Source: flickr.com/photos/28826830@N00/20807460672
Licence: creativecommons.org/publicdomain/mark/1.0
Author's Page: flickr.com/photos/exit78

HOW I MODERATE COMMENTS
https://docs.google.com/document/d/1r...

SOURCES:
Rob Bircher, 'Edexcel GCSE (9-1) History: the American West, c.1835-c.1895 Student Book (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292258300]
It's a GCSE textbook, please don't use it for any serious academic writing!

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1918-19: The National Assembly & Setting Up the Weimar Republic | GCSE History | Weimar Germany

A long, long time ago... 2021-04-06 | It’s November 1918 and German officials have just signed the armistice, bringing an end to the First World War. With the Kaiser having abdicated they now face the challenge of trying to sort out a new way of governing Germany. The next few months aren’t going to be easy.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Revision Notes:
Setting up the Weimar Republic:
- The 9 months from November 1918 - July 1919 were uneasy for the new Republic whilst a new government was being put in place
- Ebert took steps to increase people’s confidence in the new republic
- Ebert kept civil servants who had served under the Kaiser to stay in office
- They were instructed to work alongside soldiers and workers’ councils where local people had set these up
- This kept Germany running - e.g. collecting taxes and keeping public services, such as schools running
- Ebert reassured the army would not be reformed & officers kept their ranks
- This gained him support of the German army
- Ebert reassured leaders of industry that no land or factories would be seized by the new Republic
- Moreover, there was to be no nationalisation of private industries
- This helped businesses and the economy continue to operate
- Ebert won the support of the trade unions - he told their leader (Carl Legien) the new Republic would try to achieve an 8hr working day
- Some extreme political parties were still dissatisfied - demonstrations & riots remained common in major cities
- Germany was still on the edge of anarchy
- Ebert’s fragile control lasted long enough to agree a new constitution

The National Assembly:
- 19th Jan 1919, elections for a new National assembly took place
- 82% of the electorate voted and moderate parties won most of the seats (SPD 40% and the Centre Party won 20%)
- Moderate parties, combined, had around 80% of the seats in the Assembly
- Feb 1919, the National Assembly met for the first time
- The large amounts of violence & unrest in Berlin meant the assembly had to meet in the peaceful town of Weimar (250 km away)
- 31 Jul 1919, the National Assembly agreed a new constitution by 262 votes to 75
- This constitution became known as the Weimar republic

IMAGE ATTRIBUTIONS
First appears at 0:02
"Black Country Living Museum - The Workers' Institute - desk with old style telephone" by Elliott Brown, licensed under CC-BY 2.0
Source: flickr.com/photos/39415781@N06/6061837821
Licence: creativecommons.org/licenses/by/2.0
Author's Page: flickr.com/photos/ell-r-brown

First appears at 1:17
"Blick vom Casino Hohensyburg" by qwesy qwesy, licensed under CC-BY 3.0
Source: web.archive.org/web/20161020110929/http://www.panoramio.com/photo/57186081
Licence: creativecommons.org/licenses/by/3.0/?ref=ccsearch&atype=rich
Author's Page: web.archive.org/web/20161020110931/http://www.panoramio.com/user/596286?with_photo_id=57186081

First appears at 1:58
"German prisoners captured in the new drive between Alsdorf and Mariadorf, Germany, march under guard in German street, 16 November, 1944." by Signal Corps Archive, licensed under CC PDM 1.0
Source: flickr.com/photos/186360156@N02/49537387633/in/photostream
Licence: creativecommons.org/publicdomain/mark/1.0
Author's Page: flickr.com/photos/186360156@N02

First appears at 2:58 (also appears in thumbnail)
"005-07-01 07-04 Oberfranken, Thüringen 060 Weimar, Deutsches Nationaltheater" by Allie_Caulfield, licensed under CC BY 2.0
Source: flickr.com/photos/28577026@N02/5399261978
Licence: creativecommons.org/licenses/by/2.0
Author's Page: flickr.com/photos/wm_archiv

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

SOURCES:
John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347]
It's a GCSE textbook, please don't use it for any serious academic writing!

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Ideological Differences Between East & West (1941-45) | Revision #Shorts | GCSE History | Cold War

A long, long time ago... 2021-03-02 | The recent invasion of German invasion of Russia puts Russia in the war (WWII) and on the same side as the allies. 'The Grand Alliance', between Russia, the USA and Britain, is formed.

THIS VIDEO IS ALSO AVAILABLE ON TIKTOK: www.tiktok.com/@alongtimeago_yt/video/6934740928968084741

This is the short version of youtube.com/watch?v=qBBeV2wswkA for a very brief summary of what happened - excellent for last minute revision! ;)

#RevisionShorts #GCSEHistory #GCSEColdWar

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Revision Notes: [slightly edited to avoid de-£]
- britain & USA capitalist
- [SU] was [not]

differences between leaders
- Roosevelt, Churchill & [tash man] often referred to as 'the big three' (leaders in 1941)
- known as the 'grand alliance'
- the leaders of the grand alliance met 3 times during the war: tehran (1943), yalta (feb 1945) and potsdam (july 1945)

- [tash man] was a strong opponent of german [f-ism word] so it suited the 3 countries to work together
- ideological differences made it impossible to agree on how post-war europe should be governed

IMAGE ATTRIBUTIONS
First appears at 0:02 (also used in the thumbnail)
"Army Jeeps at Great Sand Dunes, World War 2" by Great Sand Dunes National Park and Preserve, licensed under CC BY 2.0
Source: flickr.com/photos/greatsanddunesnpp/27343800582
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/people/94707653@N06

First appears at 0:20
"North Tehran Towers" by Ninara, licensed under CC BY 2.5
Source: flickr.com/photos/ninara/13516702555/sizes/l
Licence: creativecommons.org/licenses/by/2.5/deed.en
Author's Page: flickr.com/photos/ninara/

First appears at 0:21
"Swallow's Nest Castle Yalta" by Dave Proffer, licensed under CC BY 2.0
Source: flickr.com/photos/deepphoto/3943957252
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/people/23442653@N00

First appears at 0:22
"Le palais Barberini (Potsdam)" by Jean-Pierre Dalbéra, licensed under CC BY 2.0
Source: flickr.com/photos/dalbera/37065598495
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/people/72746018@N00

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

***---Social Media---***
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1941-45: Ideological Differences Between East & West | GCSE History Revision | Cold War

A long, long time ago... 2021-02-01 | The recent invasion of Germany into the Russia means that Russia has now joined the war (WWII for the uninitiated) and fallen on the same side as the allies. An alliance, known as 'The Grand Alliance', between Russia, the USA and Britain, is formed, with their leaders collectively being known as 'the big three'. The Alliance meets 3 times during the war: in Tehran in 1943, Yalta in February 1945 and Potsdam in July 1945. This, however, presents some problems, some problems which become ever-more apparent as the war comes to a close.

#GCSEHistory #GCSERevision #GCSEColdWar

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Revision Notes: [slightly edited to avoid de-£]
- britain & USA capitalist
- [SU] was [not]

differences between leaders
- Roosevelt, Churchill & [tash man] often referred to as 'the big three' (leaders in 1941) because their beliefs and ambitions dominated world politics until Roosevelt's death in 1945
- the suspicions church & roosevelt had about [tash man] & vise versa played a major role in shaping relations from 1941
- the difference in their personal political beliefs furthered the breakdown of relations that happened as the war drew to a close

differences between nations
- during the '30s the us and brit had been v critical of the methods used by stalin to industrialise the soviet union and the cost in humans that brought
- [tash man] was a strong opponent of german [f-ism word] so it suited the 3 countries to work together
- it was clear that there would be a strain on relations once the war ended
- ideological differences made it impossible to agree on how post-war europe should be governed

- WWII brought a significant shift in world politics
- 'old powers' like brit and france now less important
- 2 new 'superpowers' emerged: usa and [SU]
- their military and economic strength had defeated germany

the grand alliance
- the grand alliance was formed between the usa [SU] and brit to mastermind the defeat of germany and japan in WWII
- june 1941, when 4 million german troops invaded the [SU] (despite a non-aggression pact) the alliance was formed
- despite the 3 countries forming an alliance, there was no real change in how they viewed each other
- usa and britain remained suspicious of [not capitalism]
- [tash man] realised that the west wouldn't want to take any actions that made the [SU] stronger in the long run
- the leaders of the grand alliance met 3 times during the war: tehran (1943), yalta (feb 1945) and potsdam (july 1945)

IMAGE ATTRIBUTIONS
First appears at 0:02 (also used in the thumbnail)
"Army Jeeps at Great Sand Dunes, World War 2" by Great Sand Dunes National Park and Preserve, licensed under CC BY 2.0
Source: flickr.com/photos/greatsanddunesnpp/27343800582
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/people/94707653@N06

First appears at 0:42
"North Tehran Towers" by Ninara, licensed under CC BY 2.5
Source: flickr.com/photos/ninara/13516702555/sizes/l
Licence: creativecommons.org/licenses/by/2.5/deed.en
Author's Page: flickr.com/photos/ninara

First appears at 0:45
"Swallow's Nest Castle Yalta" by Dave Proffer, licensed under CC BY 2.0
Source: flickr.com/photos/deepphoto/3943957252
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/people/23442653@N00

First appears at 0:48
"Le palais Barberini (Potsdam)" by Jean-Pierre Dalbéra, licensed under CC BY 2.0
Source: flickr.com/photos/dalbera/37065598495
Licence: creativecommons.org/licenses/by/2.0/?ref=ccsearch&atype=rich
Author's Page: flickr.com/people/72746018@N00

HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit?usp=sharing

***---Social Media---***
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Whats my favourite Type of Cheese? | 10 000 Subscriber Q&A

A long, long time ago... 2021-01-05 | Celebrating hitting 10 000 subscribers by answering some questions :)

PATREON: patreon.com/alonglongtimeago

History skills channel, which I mentioned in the question about sourcework (I reached the maximum cards I'm allowed to put in the corner): youtube.com/channel/UChxJrXFKqMqXWpZpxZCOWFg

***---Social Media---***
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1923: The Occupation of the Ruhr | GCSE History Revision | Weimar & Nazi Germany

A long, long time ago... 2020-11-02 | It’s 1923 and the German government is bankrupt, having spent all its gold reserves in the First World War. On top of this the Treaty of Versailles mean that the government can’t access the revenue from many areas that have previously been important wealth earners for the country, such as the coalfields in Silesia. And just to make it even worse, the German government has to pay hefty reparations to the Allies.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Revision Notes:
- German gov bankrupt cuz it spent all its gold reserves in the war
- Treaty of versailles exacerbated this
- it took away wealth earning areas such as the coalfields in Silesia
- made the Gov pay reparations
- German Gov asked for reductions to reparations, but was refused as countries like France needed the money to pay off their debts to the USA
- by 1923, it could no longer pay reparations

- December 1922 Germany failed to send coal to France from the Ruhr coalfields like they had agreed to do
- Jan 1923, France then sent troops into the industrial area of the Ruhr
- they confiscated raw materials, manufactured goods and industrial machinery
- the German gov urged passive resistance- going on strike and sabotage
- the French then arrested those who obstructed them and brought in their own workers

- germans resented the French but also many saw it as a failing of the weimar gov to resist the French
- realistically the weimar gov had no choice- 750 000 in the French army, German army now limited to 100 000

- crippled germany
- ruhr contained lots of factories and about 80% of German coal, iron and steel reserves
- increased Germany’s debts
- increased unemployment
- worsened the shortage of goods

- eventually came to an end when stresemann called off passive resistance in the ruhr, accepting the Dawes plan in 1924 & the French agreed to leave
- they actually left in 1925

***---Image attributions (taken from Wikimedia Commons)---***
Thumbnail
"Blick vom Casino Hohensyburg" by qwesy qwesy, licensed under CC-BY 3.0
Source: web.archive.org/web/20161020110929/http://www.panoramio.com/photo/57186081
Licence: creativecommons.org/licenses/by/3.0/?ref=ccsearch&atype=rich
Author's Page: web.archive.org/web/20161020110931/http://www.panoramio.com/user/596286?with_photo_id=57186081

0:02
Attribution: Jürgen Matern (https://juergen-matern.de/)
License: creativecommons.org/licenses/by-sa/3.0/deed.en

1:15
Attribution: Kai Point Coal Mine
License: creativecommons.org/licenses/by-sa/3.0/deed.en

1:17
Attribution: Naseman
License: creativecommons.org/licenses/by-sa/3.0/deed.en

1:19
Attribution: Mat Fascione
License: creativecommons.org/licenses/by-sa/2.0/deed.en

1:31
Attribution: Vogelfreir
License: creativecommons.org/licenses/by-sa/4.0/deed.en

1:39
Attribution: tbleek

***---Social Media---***
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c1000-1066 Law Enforcement in Anglo Saxon England | Crime & Punishment | GCSE History Revision

A long, long time ago... 2020-10-13 | It’s c1000 and the way crimes are viewed is, unsurprisingly, based on Anglo-Saxon ideas about both justice and how society should be organised. The most notable of these beliefs are: that the role of the community in policing the behaviour of others is very important, that God is the final judge of guilt or innocence and that the status and position of different groups should be clear in the law.

#GCSEHistory #GCSERevision #CrimeAndPunishmentGCSE

PATREON: patreon.com/alonglongtimeago

Revision Notes:
- How crimes were viewed was based on Anglo-Saxon ideas about justice and how society should be organised

They believed:
- The role of the local community in policing the behaviour of others was very important
- That god was the final judge of innocence or guilt
- The status and position of different groups should be clear in law
- The role of the community in enforcing the law
- They believed it was the victim’s responsibility to seek justice
- But also that the community should play a part in delivering justice
- Being loyal to your community was seen as a duty
- By the 10th cent English shires were divided into smaller areas called hundreds
- Each hundred was divided into 10 tithings
- All the men (aged 12+) in a tithing were responsible for the behaviour of all the others
- One man from each hundred and one man from each tithing had to meet regularly with the king’s shire reeve (sheriff)
- Their role was to prevent crime, particularly cattle theft, in their communities
- When chasing a cattle thief a ‘hundredsman’ was entitled to take two ‘tithingmen’ with him
- These developments made the community increasingly important in Saxon law enforcement
- The community as a whole was also responsible for tracking down those suspected of crimes
- Anyone who witnessed a crime could raise a ‘hue and cry’ (a shout for help)
- Everyone who heard was expected to help chase and capture the suspects
- Taking Oaths
- Saxon justice relied heavily on religion when deciding guilt
- Oaths were an important way of proving innocence
- Hearings took place in public and the accused could swear their innocence under oath
- They could also call upon others in the community to support their claims as ‘oath helpers'
- In most cases the accused walked free
- Whilst it may seem ineffective, in small, tight-knit communities it would be very hard for a criminal to get away with a repeat offence
- If they were a repeat offender or had been caught red-handed, they weren’t given the option of swearing an oath of innocence
- Trial by Ordeal
- In cases where there wasn’t enough evidence to prove a person was guilty, the church had an important role
- The accused could be tried by the church authorities in a ‘trial by ordeal'
- It was a test of guilt in the eyes of god
- Inc trial by hot iron, hot water or cold water
- Trial by hot iron/water: heat used to burn one of the accused’s hands which was then bandaged, if healed well then god judged them to be innocent
- Cold water: accused thrown into water with their arms tied - if u floated u were guilty, sank innocent and were hauled up again
- This was because the water ‘accepted’ the innocent person as pure, whilst the guilty had been ‘rejected’ by it
- Christian thinking also had an influence on Saxon ideas about some punishments
- For some crimes, inc petty theft, the church advised maiming
- The belief was that, unlike execution, this type of punishment gave the criminal time to seek forgiveness from God

FULL NOTES: quizlet.com/_58irn6?x=1jqt&i=1fj39y

IMAGE ATTRIBUTIONS
0:12
"West Stow Anglo-Saxon village" by Midnightblueowl, licensed under CC-BY 3.0
Source: commons.wikimedia.org/w/index.php?curid=38559494
Licence: creativecommons.org/licenses/by/3.0/deed.en
Author's Page: en.wikipedia.org/wiki/User:Midnightblueowl

0:17
Attribution: User:Mashkawat.ahsan
License: creativecommons.org/licenses/by-sa/4.0/deed.en

0:30
Attribution: Jeff Tomlinson
License: creativecommons.org/licenses/by-sa/2.0/deed.en

0:59
Attribution: Jo Turner
License: creativecommons.org/licenses/by-sa/2.0/deed.en

1:06
Attribution: Ron Strutt
License: creativecommons.org/licenses/by-sa/2.0/deed.en

1:38
Attribution: Keith Evans
License: creativecommons.org/licenses/by-sa/2.0/deed.en

1:45
Attribution: User: (WT-shared) Nick at wts wikivoyage
License: creativecommons.org/licenses/by-sa/1.0/deed.en

3:06
Attribution: Peter Jordan
License: creativecommons.org/licenses/by-sa/2.0/deed.en

***---Social Media---***
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*The information for this video was sourced from the Pearson Crime & Punishment GCSE history textbook & it is based around the specification for the the Pearson Edexcel 9-1 GCSE History

A Very Brief History of Racism Against Black People in the UK Since 1950 | History in Action Ep3

A long, long time ago... 2020-07-09 | It's time we talked about black lives matter. As someone, who in case you hadn’t noticed, isn’t black, I can’t tell you what it’s like to be a black person, but what I can do is talk about history and help educate people - that’s kinda my thing. So this, is a very brief history of racism (against black people) in the UK since 1950. Hopefully, if anyone tries to tell you that the UK is not racist and that racism here is over, you will now better equipped to educate them on why they’re wrong and to have that conversation.

#HistoryInAction

Interesting videos on the topic of racism:
Alki's entire channel (pick one or more that interest you): youtube.com/channel/UCnfHdFGB7IdhfTd07jsdoJA
'Performative Wokeness': youtube.com/watch?v=ewjaC6X9MaY
'On Riots': youtube.com/watch?v=T0smDMngLLg
'The Unspoken Truth about Asian Racism': youtube.com/watch?v=S8_RMuTgjfY
'Why We Have Black History Month, and not White History Month': youtube.com/watch?v=eq-MGC0OPZw
'What Is: Womanism': youtube.com/watch?v=xWgOpOkSCOI
'the basics and challenges of black lives matter': youtube.com/watch?v=PzUA7k3bH2s
'Am I Racist?! Unconscious Bias': youtube.com/watch?v=PFpj0rOefSQ
'Having A Brown Partner: Being An Interracial Couple': youtube.com/watch?v=aORs3ieZ2yI
'Why is YouTube so White?': youtube.com/watch?v=g6vW2fSEmgc

Where I got my information from:
The basis for this video came from my A-level Modern Britain course (specifically the Oxford textbook) and some other websites to fill out the information a bit...
en.wikipedia.org/wiki/1985_Brixton_riot
en.wikipedia.org/wiki/English_Defence_League
en.wikipedia.org/wiki/British_National_Party
en.wikipedia.org/wiki/Britain_First#Murder_of_Jo_Cox_and_possible_proscription
en.wikipedia.org/wiki/2011_England_riots
en.wikipedia.org/wiki/National_Action_(UK)
en.wikipedia.org/wiki/Institutional_racism#In_the_Metropolitan_Police_Service
en.wikipedia.org/wiki/Grenfell_Tower_fire#Social_division
standard.co.uk/news/london/notting-hill-pastor-blames-disgusting-treatment-of-poor-for-grenfell-tower-block-fire-a3565121.html
en.wikipedia.org/wiki/Windrush_scandal
bbc.co.uk/news/52890363

***---Social Media---***
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Credz to Byron Lewis (youtube.com/byronlewis) for the series logo and branding and being a cool bean

1920: The Kapp Putsch (& Ongoing Political Violence) | GCSE History Revision | Weimar & Nazi Germany

A long, long time ago... 2020-06-08 | It’s 1920 and Friedrich Ebert’s government are struggling to control the Freikorps. The year before, the Freikorps had saved the government, crushing a communist uprising known as the Spartacist Revolt, but now the Freikorps are becoming a growing problem for the German government, which is still weak and facing opposition from both the left and right.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Quizlet Flashcards:
Coming soon

Practice exam-style questions:
Coming soon

For other Weimar & Nazi Germany exam-style questions (inc. source & interpretations questions): quizlet.com/_6cqa3d

Revision Notes:
- By 1920, Ebert’s government were struggling to control the Freikorps
- Mar 1920, Freikorps units near Berlin were due to be disbanded
- This made them fear unemployment so they turned on the Republic
- 5000 armed men marched on Berlin
- Ebert ordered General Seeckt (head of the Reichswehr), to resist the rebels
- General Seeckt told Ebert that ‘Reichswehr does not open fire upon Reichswehr’
- The rebels soon gained control of the city
- The rebels put forward right-wing politician, Wolfgang Kapp, as a figurehead leader, declaring a new government in Germany & inviting the Kaiser to return from exile
- In fear of their lives, the government fled to Weimar and then to Stuttgart
- The government encouraged passive resistance, urging people to go on strike and not cooperate
- Many workers obliged - their socialist leanings meant they did not want to see the return of the Kaiser
- Essential services, (gas, electricity, water and transport) in the city, ground to a halt
- After 4 days, Kapp realised he couldn't govern and fled
- Kapp was caught and put in prison, where he later died
- The rebellion collapsed and the Weimar ministers returned

The challenge of ongoing political violence 1919-23:
- They also faced a series of political assassinations, on top of the Spartacist & Kapp uprisings
- 1919, Hugo Haase, one of Ebert’s council of the People's Representatives, was murdered
- Aug 1921, Matthias Erzberger, the politician who signed the armistice, was shot and killed
- Jun 1922, Walther Rathenau, Weimar foreign minister, was machine gunned to death in Berlin
- 1919-1922, in total, there were 376 political murders
- Most victims were left-wing or moderate politicians
- Not a single right-wing murderer was convicted and executed, whilst 10 left wing assassins were
- Judges were sympathetic to the right-wing and even undermined the Weimar Republic in courts

- Most parties chose to hire armed men to guard their meetings
- They often recruited unemployed ex-soldiers
- The KPD’s private army were the Rotfrontkämpfer (red front fighters)
- The DNVP’s were the Stahlhelm (Steel Helmets)
- The SPD had the Reichsbanner Schwartz-Rot-Gold (Back Red Gold Flag)
- Political armies were initially for protection, though their presence often caused violence

FOR FULL NOTES FOLLOW LINK: quizlet.com/_59lgnv?x=1jqt&i=1fj39y

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1000-1066: Crime in Anglo-Saxon England | Crime & Punishment | GCSE History Revision

A long, long time ago... 2020-05-25 | It’s the year 1000 and England’s population is thought to be somewhere between 1.7 and 2 million. About 90% of people live in the countryside. These people in rural areas live in small, scattered hamlets, on farmsteads, making them very vulnerable to the effects of warfare, bad weather, poor harvests and diseases.

#GCSEHistory #GCSERevision #CrimeAndPunishmentGCSE

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_8fdcug?x=1jqt&i=1531b0

Practice exam-style questions:
Explain two features of Crime in Anglo Saxon England

For other Crime & Punishment exam-style questions: quizlet.com/_5dxxg2?x=1jqt&i=1531b0

Revision Notes:
- 1000, England's population was 1.7-2 mil
- About 90% of peeps lived in the countryside
- In rural areas they lived in small scattered hamlets and on farmsteads
- Communities v vulnerable to effects of warfare, bad weather, poor harvests and diseases
- The king and nobility made the law
- Village communities and family ties are also strong and help enforce the law at a local level
- The Church is another important influence on ideas about c&p

3 important trends in c&p under the saxons:
- Power & influence of the kind over c&p grew - penalties increasingly decided by the king rather than local communities
- Role of the church increased - church wanted to give those who had committed a crime the opportunity to save their soul
- Use of punishments, inc capital punishment increased

The Role of Anglo-Saxon Kings
- King Ethelred (978-1016 ruled)
- In this time ongoing conflict in the border between England and Scotland
- Some regions were occupied by viking settlers
- c1000 Ethelred attacked some viking settlements & tried to stop viking attacks by making alliances with Normandy
- This gave him more control over his kingdom
- Previously communities had made their own laws, so the c&p system was quite basic and relied on local customs
- As the authority of English kings and the territory of England grew, in was generally accepted that the king would make and enforce laws
- The king relied on advisors to help him govern the country
- But he held the overall authority and it was his duty to care of the king's peace (up keeping law & order so peeps could go about their daily business)
- Britain had a 3 tiered social structure of nobles freemen and serfs
- All 3 classes were subject to the king's authority
- The king ruled in close connection with the noble families
- Nobles kept it going by backing laws that protected their interests
- The king gave the nobles land in return for their support
- Actions that threatened this social structure were classed as crimes
- This could be a serf starting a fight with a noble to treason
- Crimes of this type are known as crimes against authority

Crime in Anglo-Saxon communities: towns, villages, abbeys
- c1000 English towns were growing in importance, especially Hamwic (soton), Eoforwic (York) and Lundenwic (London)
- They grew because of settled populations, trade connections with Europe and coined money which made trade much easier
- Larger communities had more opportunities to commit crimes against people and property
- Lots of people in close contact meant it was easier to get away with a crime as people didn't all know each other so well
- Concentration of trade goods and money meant that there were lots of valuable things to steal
- Most still lived in villages
- Peeps there knew one another, making it easier to identify and catch criminals
- Local communities were expected to take collective responsibility for upholding the law
- Each area had a reeve (sheriff) who carried out decisions made by local courts
- Other populations were based around church communities
- c1000 several great abbeys were founded, as well as many smaller monasteries
- As well as monks and nuns, these required daily labourers to run the buildings and supply food and other necessities
- The church was v powerful and had a particular responsibility for moral crimes and crimes against the church
- The church punished those who broke church laws, e.g. by stealing church property

Anglo-Saxon Laws
- Saxon kings formally issued codes of law
- With each new code new laws could be introduced, existing laws could be altered and laws that were being ignored could be strengthened

FOR FULL NOTES FOLLOW LINK: quizlet.com/_58irn6?x=1jqt&i=1531b0

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Crime & Punishment: Key Terms (c1000-Present) | Crime & Punishment | GCSE History Revision

A long, long time ago... 2020-05-08 | The thing with crime and punishment is it’s all about change and continuity, so you have to be able to understand what that is, and also have the vocabulary to express the nature of different crimes and punishments, so you can say how they changed or continued. Anyway, I was thinking about this, and I was like, you know what might be a good idea? If I made a video talking through some of these key terms, so that you can go into the topic understanding what you need to be able to pick out, and you have the vocab ready for when you need to write some tasty essays.

#GCSEHistory #GCSERevision #CrimeAndPunishment

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Quizlet Flashcards: coming soon probably

Key Terms found in this video: Change, Turning Point, Continuity, Crimes against Authority, Treason, High Treason, Crimes against property, Moral Crimes, Social Crimes, Retribution, Rehabilitation, Deterrent, Capital Punishment, Corporal Punishment, Trial by Ordeal, Trial by Hot Iron, Clergy, Heresy, Secular, Decriminalise, Pardon, Penal, Hate Crime, Collective Responsibility

***---Social Media---***
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Streamin Gangsta History Revision Games With The Lads (ft. Mythology Guy, Byron Lewis)

A long, long time ago... 2020-05-06 | Streamin' Gangsta History Revision Games With The Lads (ft. Mythology Guy, Byron Lewis)

Mythology Guy's Channel: youtube.com/user/mysushi2
Byron's Channel: youtube.com/channel/UCrCgeurG1K1fMzXJxiQcJEQ

Channel Update - A few things inc. new Content & the ~Situation~

A long, long time ago... 2020-04-08 | I thought it was time for a little bit of an update.

Armchair Historian Website: armchairhistory.tv
My Patreon: patreon.com/alonglongtimeago
Francesco's Book - The GCSE Roadmap: amazon.co.uk/GCSE-Roadmap-Effective-Self-Help-Strategies-ebook/dp/B083F683RV/ref=sr_1_1?dchild=1&keywords=The+gcse+roadmap&qid=1586270276&sr=8-1

We discovered a technical fault with the webspace which was hosting the interactive revision quiz things so I can't put a link here right now, but will do as soon as I can! :)

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A History of Southampton, Told Through Its Defences | #ProjectHomecoming

A long, long time ago... 2019-12-21 | It's nearly Christmas, and what better way to celebrate Christmas than by teaming up with a bunch of awesome history YouTubers, and talking about our local history.

Southampton, my hometown, is a wonderful city on the South Coast of England, with a history that goes right back to when the Romans were in England. The city has some of the best preserved medieval walls in the country, and continues to play a role as an important port to this day.

Where I got my information from:
http://www.localhistories.org/southampton.html
tudorhouseandgarden.com/planning-your-visit/explore-old-town/old-town-walk
http://www.castlesfortsbattles.co.uk/south_east/southampton_castle_walls.html
en.wikipedia.org/wiki/Southampton_town_walls

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How to answer a 16 mark How far do you agree? Exam Question | Edexcel History GCSE Revision

A long, long time ago... 2019-11-01 | An in-depth look into how to effectively answer a 16 mark "how far do you agree?" question - the type which appears on question 5/6 of paper 1 and question 4 c i/4 c ii of paper 2 of the new 9-1 Edexcel GCSE history exam. I break down an example answer to demonstrate a structure (which I used in my GCSE exam the summer before last - thought I'd add that I got a grade 9!) :)

#GCSEHistory #GCSERevision #EdexcelHistory

***---Useful resources---***
LINKS TO EXAM QUESTIONS:

Crime & Punishment Questions: quizlet.com/_5dxxg2

Medicine Through Time Questions: quizlet.com/_5dy15e

Warfare & British Society Questions: quizlet.com/_5dyr57

Example Answers: quizlet.com/_6gub7i

This video is a revision resource for answering the 12 mark questions on the new Pearson Edexcel 2016 History GCSE (9-1).

Welcome to 6th Form/Year 11 Live Stream

A long, long time ago... 2019-09-03 | ...

Welcome to 6th Form/Year 11 Live Stream

A long, long time ago... 2019-09-03 | ...

1919-33: The Weimar Constitution | GCSE History Revision | Weimar & Nazi Germany

A long, long time ago... 2019-08-19 | It's 1919, a new constitution has just been agreed in Germany by 262 votes to 75. But what is the constitution? How does it work? What are its strengths and weaknesses?

#GCSEHistory #GCSERevision #WeimarGermany

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_6x92em

Practice exam-style questions:

// I'll find some at some point but it's the summer hols rn, so u shouldn't be doing practice questions, plz go outside, see some friends and have some fun

LINK FOR OTHER QUESTIONS (INCLUDING SOURCE & INTERPRETATIONS QUESTIONS): quizlet.com/_6cqa3d

Revision Notes:
The Weimar Constitution:
- The electorate consisted of all men & women aged over 21
- The electorate voted in the President (every 7 yrs), Reichstag (every 4 yrs) and Reichsrat (every 4 yrs)
- The president had no part in day-to-day politics, however had some political powers
- The president chose the Chancellor
- The Chancellor was head of the Government and chose all government ministers
- The Cabinet was made of the most important ministers - they were the most important decision-making body of the government
- The Parliament was made up of two houses: the Reichstag and Reichsrat
- The Reichstag was the more powerful of the two houses - they were directly elected in by the people
- The Reichsrat represented the regions of Germany - each region sent a certain number of representatives, dependant upon its size

Parliament:
- Made up of 2 houses: Reichstag & Reichsrat
- Normally, all laws had to pass through both houses

Reichstag:
- The more powerful of the 2 houses
- Controlled taxation
- Directly elected by the people at least once every 4 yrs

Reichsrat:
- Elected every 4yrs
- Represents the regions of Germany

Strengths of the constitution:
- It was democratic:
- Men & women were both allowed to vote and the voting age was reduced from 25 to 21
- The Reichstag was elected using proportional representation - 1 representative for every 60 000 votes
- This made it more democratic than both Germany under the Kaiser and Britain at the time
- Checks and balances:
- It was carefully constructed so no one person or group could have too much power
- The chancellor could only pass laws in normal circumstances if the Reichstag & Reichsrat voted for them
- The Reichsrat, though the least powerful of the two houses, could still delay any new laws passed by the Reichstag - unless the Reichstag overruled it by a 2/3rds majority
- Central Government had more power than it did under the Kaiser
- Local government retained some of its power, with each of the 18 regions of Germany keeping some of their own independence

Weaknesses of the Constitution:
- Coalition Government:
- Proportional representation caused many smaller parties to gain seats
- There were 29 parties in total during the 1920s in the Reichstag
- PR often caused no majority governments, so coalitions had to be formed regularly
- Compromise often occurred, creating a lack of clear, strong policies
- Coalitions frequently fell apart
- There were 9 coalition governments between 1919 and 1923
- Weakness in a crisis:
- Coalitions made it hard to give swift, clear decisions in a crisis
- Article 48 allowed the chancellor to bypass the Reichstag and pass laws straight through the president in times of crisis
- By around 1930, the chancellor was regularly relying on article 48, bypassing the democratic rules of the constitution
- This made the constitution seem weak & encouraged people to think a single, all-powerful leader was better than an elected parliament
- Based on division and violence:
- Even though it gave full power to the electorate, there was a sense that the Weimar Republic was not really the choice of the people
- During the German revolution, the government had used force, relying on the army to subdue riots in Berlin
- Several parties elected to the Reichstag (e.g. the Nationalists) were opposed to democracy & openly despised the new constitution
- The Weimar Republic was created out of violence, without real public enthusiasm
- It was considered flawed by moderates and opposed by extremists
FOR FULL NOTES FOLLOW LINK: quizlet.com/_59lgnv

IMAGE ATTRIBUTIONS:
Thumbnail - “Das Reichtagsgebäude - The Reichstag building - Berlin” by Jens Cederskjold, licensed under CC BY 3.0
Source: commons.wikimedia.org/w/index.php?curid=53930183
License: creativecommons.org/licenses/by/3.0/deed.en
Author's Page: web.archive.org/web/20161014223309/http://www.panoramio.com/user/1513503?with_photo_id=35238209
Alterations have been made to this photo - the colour balance has been adjusted and it has been blurred.

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Weimar & Nazi Germany Full Topic Overview (+ Q&A)

A long, long time ago... 2019-06-10 | Byron's Channel: youtube.com/channel/UCrCgeurG1K1fMzXJxiQcJEQ

Paper 3 Overview: How to Answer all of the Questions on GCSE History Paper 3

A long, long time ago... 2019-06-09 | Here is a brief overview of everything you need to know exam technique wise for Tuesday's Edexcel GCSE History Paper 3.

#GCSEHistory #GCSEs2019 #EdexcelHistory

***---Useful resources---***

Quizlet flashcards: quizlet.com/class/7246753

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Anglo-Saxon & Norman England Full Topic Overview (+ Q&A)

A long, long time ago... 2019-06-05 | ...

Paper 2 Overview: How to Answer all of the Questions on GCSE History Paper 2

A long, long time ago... 2019-06-04 | Here is a brief overview of everything you need to know exam technique wise for Thursday's Edexcel GCSE History Paper 2.

#GCSEHistory #GCSEs2019 #EdexcelHistory

***---Useful resources---***

Quizlet flashcards: quizlet.com/class/7246753

***---Social Media---***
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How to answer a 12 mark Explain Exam Question | Edexcel History GCSE Revision

A long, long time ago... 2019-05-23 | An in-depth look into how to effectively answer a 12 mark "explain" question - the type which appears on every single paper of the new 9-1 Edexcel GCSE history exam. I break down an example answer to demonstrate a structure (which I used in my GCSE exam last summer - thought I'd add that I got a grade 9!) :)

#GCSEHistory #GCSERevision #EdexcelHistory
***---Useful resources---***
LINKS TO EXAM QUESTIONS:

Crime & Punishment Questions: quizlet.com/_5dxxg2

Medicine Through Time Questions: quizlet.com/_5dy15e

Warfare & British Society Questions: quizlet.com/_5dyr57

Example Answers: quizlet.com/_6gub7i

This video is a revision resource for answering the 12 mark questions on the new Pearson Edexcel 2016 History GCSE (9-1).

How to Not Run Out of Time in your History GCSE | Grade 9 History Nerd | GCSE History Revision |

A long, long time ago... 2019-04-19 | How can you not run out of time in your history GCSE? As someone who ran out of time in my mocks but didn't in my actual exam, I attempt to explain.

#GCSEHistory #GCSERevision

***---Useful resources---***

quizlet.com/_6gub7i
quizlet.com/_6cqa3d

Step 1: Learn the Content
Step 2: Structures & Practice Questions
Step 3: Magic Miracle Cure

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1923-29: Stresemanns Strategy | GCSE History Revision | Weimar & Nazi Germany

A long, long time ago... 2019-03-24 | It's 1923, hyperinflation is rampant in Weimar Germany and support for extremists is rapidly growing. The Weimar government need to do something or they risk being overthrown in a violent revolution. Luckily for the government, Gustav Stresemann, a leading German politician, steps up to the mark.

#GCSEHistory #GCSERevision #WeimarGermany

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_6cnt50

Practice exam-style questions:
Explain why support for moderate parties increased between 1923 and 1929. (12 marks)
LINK FOR OTHER QUESTIONS (INCLUDING SOURCE & INTERPRETATIONS QUESTIONS): quizlet.com/_6cqa3d

Revision Notes:
- Aug 1923, Ebert appointed Gustav Stresemann as his new chancellor and foreign secretary
- Nov 1923, Stresemann resigned as chancellor but remained foreign secretary
- Stresemann hoped that stabilising the economy and regaining respect for Germany in foreign affairs would make Germans feel more content about the Weimar Republic
- This, he hoped, would increase support for moderate parties, whilst reducing support for extremists

REASONS FOR ECONOMIC RECOVERY:

Rentenmark:
- Nov 1923, Stresemann set up a new state-owned bank, called the Rentenbank
- This bank issued a new currency: the Rentenmark
- The supply of Rentenmark notes was strictly limited and their value was tied to the price of gold
- The Rentenmark was backed by German industrial plants and agricultural land
- This meant the Rentenmark had real value
- Aug 1924, the control of the new currency was given to the Reichsbank, a newly-independent, national bank.
- The currency was renamed the Reichsmark and was backed by Germany’s gold reserves
- This allowed people to trust German money again and brought an end to hyperinflation

The Dawes Plan, 1924:
- Charles G Dawes was an American Banker, asked by the allies to resolve Germany’s non-payment of reparations
- Apr 1924, Stresemann agreed to the Dawes Plan
- Reparations were temporarily reduced to £50 million per year
- US banks gave loans to German industry
- US banks gave loans of $25 billion between 1924 and 1930
- Stresemann had called off passive resistance to the French occupation of the Ruhr, resultantly, the French agreed to leave
- The German economy began to recover, benefitting workers and the middle-class
- Industrial output doubled between 1923 and 1928
- Employment, trade and income from taxation increased
- The German people were reassured & the Republic strengthened
- Extremists were furious at Germany agreeing to pay reparations again
- The economic recovery of Germany now depended upon American loans

The Young Plan, 1929:
- Plan put forward by a committee, headed by American Banker, Owen Young
- The reparations debt was reduced from £6.6 billion to £2 billion
- Germany was given a further 59 years to pay off the debt
- Annual payments were still £50 million a year
- The debt now stretched out until 1988
- Lower reparations meant lower taxes for the German people
- This meant public spending power was released, boosting the economy and therefore employment
- The French agreed to leave the Rhineland in 1930
- 1929, a referendum saw 35 million Germans in favour of the Young Plan (around 85% of voters)

RECOVERY IN FOREIGN RELATIONS

The Locarno Pact, 1925:
- 1st Dec 1925, a treaty was signed between Germany, Britain, France, Italy and Belgium
- It was agreed on equal terms with Germany, rather than imposed
- Germany accepted its new, 1919, border with France and France promised peace with Germany
- The Rhineland was to be permanently demilitarised
- The five powers agreed to open talks with Germany about joining the league of nations
- It made war in Europe less likely, thus Stresemann won the Nobel Peace Prize in 1926
- Germany was treated as an equal, which boosted German confidence in moderate parties and the Weimar government
FOR FULL NOTES FOLLOW LINK: quizlet.com/_59lgnv

IMAGE ATTRIBUTIONS
Thumbnail:
"Blick vom Casino Hohensyburg" by qwesy qwesy, licensed under CC-BY 3.0
Source: web.archive.org/web/20161020110929/http://www.panoramio.com/photo/57186081
Licence: creativecommons.org/licenses/by/3.0/?ref=ccsearch&atype=rich
Author's Page: web.archive.org/web/20161020110931/http://www.panoramio.com/user/596286?with_photo_id=57186081
This image has had been grey-scaled, blurred and had the contrast adjusted

SOURCES:
John Child, 'Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918-1939 (EDEXCEL GCSE HISTORY (9-1))' (Pearson, 2016) [ISBN: 9781292127347]
It's a GCSE textbook, please don't use it for any serious academic writing!

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How to Revise GCSE History || Grade 9 History Nerd || 2019 GCSEs

A long, long time ago... 2019-02-16 | A history nerd (who got a grade 9 in their history GCSE) explains how to revise GCSE History efficiently. All revision strategies fit somewhere in the 3 steps - working out where they fit into the model can be an excellent tool in working out how to balance your revision strategies for the most effect.

Soz for the rubbish picture quality :)

#GCSEHistory #GCSERevision #GCSE

***---Useful resources---***

"3 Steps To Revision Success"
1) Understanding - Understand the content
2) Memorisation - flashcards are a beautiful creation
3) Application - aka do some practice questions

Link to Quizlet: quizlet.com/class/7246753

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1060: The Power of the Anglo-Saxon Monarchy | GCSE History Revision | Anglo-Saxon & Norman England

A long, long time ago... 2019-01-18 | It's 1060, the King of England is Edward the Confessor. He's the most powerful man in Anglo-Saxon England. But how powerful is he really?

Step Back's channel: youtube.com/channel/UCxTdWpLJurbGlFMWOwXWG_A

#GCSEHistory #GCSERevision #AngloSaxons

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_5yrjdt

Practice exam-style questions:
Describe two features of the power of the king in Anglo-Saxon England. (4 marks)
Explain why there were limits to Edward the Confessor's power. (12 marks)
Explain the powers of the English Monarchy in 1060. (12 marks)
Edward the Confessor was the most powerful man in England in 1050. How far do you agree? Explain your answer. (16 marks)

Revision Notes:
- In 1060, the King was Edward the Confessor
- Was the most powerful person in Anglo-Saxon England
- Governed the country

Powers of the king:
- Lawmaking: created new laws and made sure they were enforced throughout the country
- Money: he controlled the production of the silver pennies used as money
- Landownership: he owned large estates & could grant land to his followers - he could also take land away from those who had acted against him
- Military power: had the ability to raise a national army and fleet
- Taxation: decided when taxes should be paid & a national taxation system delivered this to him

Duties of the people:
- To obey the law as it was passed down through the king’s local representatives
- To use the king’s coins - forging coins was a very serious crime
- Land carried with it obligations to the king - the 2 main ones were payment of tax & military service
- Landholders had to provide & equip fighters for the army or fleet; otherwise, they were fined or lost their land

- The King’s role was to protect his people from attack and to give them laws to maintain safety & security at home
- In return, the people of England owed him service
- When they reached age 12, every boy swore an oath to be faithful to the king
- The oath was administered by the shire reeve at a special ceremony held each year

*Shire Reeve: An official of the king - his sheriff. Sheriffs managed the king’s estates, collected revenue for him and were in charge of local courts

How powerful was Edward the Confessor?
- Saxon kings held their power because they led the armies
- Saxon kings had clawed back England from Viking control
- Edward wasn’t a warrior king
- But his earls & their thegns were a powerful military force
- He relied on his earls (especially Earl Godwin) to protect England from attack

- War leader kings gained legitimacy as they could hand out the land and wealth of their defeated enemies
- When kings weren’t successful in battle, their power could be reduced
- Edward had other reasons for his legitimacy as king:

- He was a respected lawmaker:
- Saxon society, as a whole, valued kings who kept things peaceful as quarrels between families were common & could frequently break into fighting in a community
- He was pious (very religious):
- Saxon kings claimed a special link, they were anointed as a representative of Christ on Earth
- It was believed that a worthy king could bring God’s blessing to his country and that God could also guide his actions

Limits to the king’s power
- Saxon kings needed to rule the whole of England, but half of it (the Danelaw), was Anglo-Danish
- Many of its inhabitants were descendants of Viking invaders - they accepted Edward’s rule, but they wanted to be ruled by local men and to follow their own laws and customs

- However, Earl Godwin was more of a problem than the administrative challenge of the Danelaw
- Wessex was the richest earldom
- Godwin & his family owned so much land that they were as rich as the king
- They were lords to so many thegns that they were militarily much more powerful than the king
- Saxon society viewed disloyalty to your lord as the ultimate crime
- But this didn’t stop Godwin putting pressure on the king to do things his way
- e.g. to appoint some of Godwin’s men to important Church positions or give earldoms to his sons

- 1050, tensions came to a head
- The king had ordered Godwin to punish the people of Dover after a visiting embassy from Boulogne was attacked
- Godwin had refused
- As a result, Edward, with the help of 2 other important earls, Siward of Northumbria and Leofric of Mercia, he forced Godwin into exile
- 1051, Godwin returned with a fleet and an army
- He asked Edward if his earldom could be restored to him
- To prevent war, Edward agreed
FOR FULL NOTES FOLLOW LINK: quizlet.com/_5nb54n

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Favourite Time Period & What Grade Did I Get in History? | 1000 Subs Q&A

A long, long time ago... 2018-12-02 | In celebration of hitting 1000 subscribers, here is a Q&A, as I realised you lot don't know a lot about me. :)

1065: The Rising against Earl Tostig | GCSE History Revision | Anglo-Saxon & Norman England

A long, long time ago... 2018-11-17 | After 10 years of mistreatment by their earl, in 1065, the people of Northumbria decided to take matters into their own hands. They marched on York, killing Earl Tostig of Northumbria's housecarls and servant and declaring him an outlaw, leaving King Edward in a sticky predicament.

#GCSEHistory #GCSERevision #AngloSaxons

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_5n9w6o

Practice exam-style questions:
- Describe two features of the Danelaw
- Describe two features of the earldom of Northumbria
- Describe two features of the rising against Earl Tostig in 1065
- Explain why there was a rising against Earl Tostig in 1065.
You may use the following in your answer:
- the Danelaw
- taxation
You must also use information of your own. 12 marks
- ‘The main reason for Harold Godwinson not backing Tostig Godwinson after the Northumbrian rising in 1065 was that he wanted to be king and saw Tostig as a rival to the throne’.
How far do you agree? Explain your answer. 16 marks

Revision Notes:
Reasons for the Rising
- Tostig Godwinson became Earl of Northumbria in 1055 after the death of Earl Siward
- Northumbria was important as it guarded the border with Scotland, was very large & had a long history of Viking attacks & settlement
- As it was far from the king’s southern power base & association with Vikings, it was the obvious entry point for further Viking invasions

- Northumbria very different from Wessex
- Much of it was part of the Danelaw
- Meant there were some different laws and customs
- People in the Danelaw used lots of words borrowed from the Scandinavian languages of the Vikings
- Southerners like Tostig would probably have found it difficult understanding the Northumbrians

- Tostig ruled for 10 years
- October 1065, there was an uprising against Earl Tostig
- The uprising was led by important Northumbrian Thegns

- Several reasons for the rising:
- Tostig’s friendship with Malcolm III (King of Scotland) meant he didn’t defend Northumbria from Scottish attacks
- 1061, while Tostig was away, Malcolm invaded & caused much destruction, Tostig did not retaliate, instead, he agreed peace terms
- Tostig had been unjust, imposing new laws (from the south) & abusing his power to get rid of rivals
- Tostig’s enemies complained that he falsely accused people of crimes in order to take money and land from them
- Tostig taxed Northumbria too heavily - Danelaw areas were not used to heavy taxation so the Northumbrians resented this greatly
- Tostig had ordered the assassination of high-born Northumbrian rivals while they were his guests
- Tostig was a southerner and Northumbria had always been governed by northerners
- The southern Anglo-Saxon kings had generally left the north to govern itself
FOR FULL NOTES FOLLOW LINK: quizlet.com/_5nb54n

***---Social Media---***
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Why bother with year 11 GCSE mocks? + How you can prepare for them

A long, long time ago... 2018-10-29 | As year 11 GCSE mocks close in, many of you will be wondering how you can prepare yourself for them, and why you should even bother - after all, mocks aren't the real thing and the grades you get in them are essentially meaningless. This is my take on the answer these important questions as a GCSE student one year on, who didn't do to badly in the final exams (if I may say so myself).

#Year11mocks #GCSEmocks

How to answer a 4 mark Explain One Way Exam Question | Edexcel History GCSE Revision

A long, long time ago... 2018-10-09 | An in depth look into how to effectively answer paper 1, question 3, or the 'explain one way' question, from the new Edexcel history GCSE exam. I break down an example answer to demonstrate a structure (which I used in my GCSE exam this summer - thought I'd add that I got a grade 9!) :)

#GCSEHistory #GCSERevision #4markquestion

PATREON: patreon.com/alonglongtimeago

*Useful resources*

LINKS TO EXAM QUESTIONS
Crime & Punishment Questions: quizlet.com/_5dxxg2
Medicine Through Time Questions: quizlet.com/_5dy15e
Warfare & British Society Questions: quizlet.com/_5dyr57

This video is a revision resource for the answering paper 1, question 3 of the new Pearson Edexcel 2016 History GCSE (9-1).

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HOW I MODERATE COMMENTS
docs.google.com/document/d/1rZlHq9GKg7B8Vsv3k-2P74BfrmS5pFbhHRwoGjSCyzs/edit

1700-1900: Highway Robbery | Crime & Punishment | GCSE History Revision

A long, long time ago... 2018-09-21 | Highway robbery saw a dramatic rise in the early 18th century due to a changing environment which created ideal circumstances for the crime. Eventually, it reached the point where the government decided they needed to take action.

#GCSEHistory #GCSERevision #CrimeandpunishmentGCSE

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_598o7w

Practice exam-style questions:
- Explain one way in which highway robbery in the 18th century was similar to highway robbery in the Middle Ages
- Explain why the problem of highway robbery rose and fell in the period c1700-c1900
You may use the following in your answer:
- Urbanisation
- The growth of the banking system
You must also use information of your own.
- ‘The main reason for the growth of the problem of highway robbery in the early 18th century is increased travel’.
How far do you agree? Explain your answer.
You may use the following in your answer:
- Increased travel
- Urbanisation
You must also use information of your own.

Revision Notes:
- Highway robbery was the act of threatening or attacking travellers and forcing them to hand over their valuable possessions
- Had been a problem since the middle ages
- Grew more common in the 18th century
- As trade increased, there was more need to move goods and money (few banks and no cards so people carried around large amounts of money)
- While towns were growing, the countryside became far less populous (much less populated than it is today), so there were many isolated country roads
- Many roads were improved in the 18th century
- Turnpike trusts improved the road surfaces, charging travellers a toll to pay for these improvements
- This led to more travelling inc. regular stagecoach services
- This meant there were many more people (and valuable items to steal) on the roads
- Highway robbers who operated on foot were known as footpads
- Highway robbers who travelled on horseback were known as highwaymen
- Some highwaymen were infamous in the early 18th century
- 'Black Harry' in Derbyshire robbed pack-mule trains
- He was eventually caught and executed at Wardlow Mires
- Highway robbery was seen as highly serious
- It disrupted travel between towns
- It was committed on the king's highways
- It could involve theft of mail bags, which disrupted the postal service
- 1772, in an effort to clamp down on the activities of highwaymen, the death penalty was introduced for any found armed and in disguise on a high road
- Highway robbery continued into the 19th century
- Became less common after 1815
- Last reported case was in 1831
- One factor in this reduction was the use of mounted horse patrols on major roads in the 19th century
- The growth of the banking system meant there was less need for people to carry large sums of cash

FOR FULL VERSIONS OF THE NOTES FOR THIS AND OTHER CRIME & PUNISHMENT VIDEOS, FOLLOW THIS LINK: quizlet.com/_58irn6

1070-71: Hereward the Wake & the Rebellion at Ely | GCSE History Revision | Anglo-Saxon England

A long, long time ago... 2018-08-05 | In 1070, a fleet of Danes returned to England, following the Anglo-Danish attack on York in the summer of 1069. The fleet was led by the King of Denmark, himself, Sweyn II, and set up on the Isle of Ely. Sweyn teamed up with a local rebel leader called Hereward the Wake, who had been fighting a guerrilla war. This was the final great challenge from the Anglo-Saxons that King William I faced.

#GCSEHistory #GCSERevision #AngloSaxons

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_52hwdn

Practice exam-style questions:
Describe two features of the rebellion at Ely, 1070-71
Explain why William was able to put down the rebellion at Ely, 1070-71
You may use the following in your answer:
- Local Monks
- The Danes
You must also use information of your own.
- 'The main reason for William's victory at Ely was his bribing of local monks to show him a safe passage through the marshes'.
How far do you agree? Explain your answer.

Revision Notes:
- 1070, a Danish fleet returned to England (after the anglo-danish attack on York carried out in summer 1069)
- King Sweyn himself led the fleet
- They set up on the Isle of Ely, in the middle of the fens in East Anglia
- The Fens are a marshy region in the east of England
- Local knowledge of safe paths was essential to avoid sinking in the marsh
- In 1070, Ely was surrounded by water and swamp, thus were an excellent defensive location for the Danes and rebels
- East Anglia was part of the Danelaw, so it was easy for Sweyn to make alliances with locals
- Sweyn made alliances with local people
- One of these locals Sweyn made alliances with was a local rebel leader called Hereward the Wake
- Hereward was a local thegn who had been exiled under Edward the Confessor
- During his exile, he’d fought as a mercenary in Flanders
- 1069, Hereward came back to find his lands had been seized and given to a Norman
- At the same time, the Archbishop of Peterborough, near Ely, (who may have been Hereward’s lord), was replaced by a Norman called Turold
- Hereward had been fighting a guerrilla war (*where small bands attack a larger force by surprise and then disappear back into the local population - It is a modern term) against the Normans with other East Anglia rebels

- The Danes and Hereward raided Peterborough Abbey together
- Hereward wanted to stop the abbey’s riches falling into the hands of the Normans
- After the successful raid, unfortunately, the Danes promptly sailed off back to Denmark with the treasure
- Morcar and his men joined Hereward
- The Normans, led by William, advanced on Ely
- Hereward and Morcar prepared to defend the Isle of Ely
- The Normans managed to capture Ely
- They possibly did this by bribing local monks to show them a safe way through the marshes
- Morcar was captured
- Hereward escaped and was not heard of again
- Morcar was imprisoned by William for the rest of his life
- William took the brothers’ lands
- The defeat at Ely marked the end of the large-scale Anglo-Saxon rebellions

This video is a revision resource for the 'Anglo-Saxon & Norman England' module of the new Pearson Edexcel 2016 History GCSE (9-1), though may be compatible with other specs from different exam boards.

1700-1900: Smuggling | Crime & Punishment | GCSE History Revision

A long, long time ago... 2018-07-09 | The 18th century saw a dramatic rise in cases of smuggling, with the rise of gang-organised smuggling. Gangs such as the Hawkhurst Gang dominated coastline and the authorities struggled to tackle the problem. It was only in the 1780s when PM William Pitt began reducing import duties that cases of the crime gradually began to fall.

#GCSEHistory #GCSERevision #CrimeandpunishmentGCSE

***---Useful resources---***

Quizlet Flashcards: quizlet.com/_519kgg

Practice exam-style questions:
- Explain one way in which smuggling in Britain during the seventeenth century was similar to smuggling in the eighteenth century
- Explain one way in which smuggling in Britain during the seventeenth century was different to smuggling during the eighteenth century
- Explain why the problem of smuggling rose and fell in the period c1700-c1900
You may use the following in your answer:
- Smuggler Gangs
- Import Duties
You must also use information of your own.
- ‘The main reason for smuggling being difficult for the authorities to tackle was because it was a social crime’.
How far do you agree? Explain your answer.
You may use the following in your answer:
- The upper classes
- Local coastal communities
You must also use information of your own.

Revision Notes:
- 17th cent, the government introduced import duties on a range of goods
- This included some alcohol and tea (a new luxury product at the time)
- This created an opportunity for people to make a profit from smuggling
- 18th cent, more goods were taxed
- This included cloth, wine and spirits
- Smuggling activity increased
-18th century saw the rise of large smuggler gangs
- One gang was the Hawkhurst gang (named after Hawkhurst in Kent)
- They controlled large stretches of the south coast of England
- They operated from 1735 to 1749
- Operated on a larger and more organised scale than previous smugglers
- Their leaders were Arthur Gray and Thomas Kingsmill
- The pair were caught and hanged in 1748 and 1749
- Authorities found it difficult to tackle smuggling
- Smuggling was a social crime
- Many benefitted from cheaper goods, so people didn't see it as serious
- Some smugglers were even viewed as popular heroes
- Many of the locals in coastal areas collaborated with smuggler gangs
- For instance, making money by helping unload boats and hiding goods until they were sold on
- Members of the upper classes often bought smuggled goods, so would help conceal smuggler activities, rather than report them
- Smugglers often worked at night, unloading cargoes under the cover of darkness
- There were miles of unpoliced coastline
- It was easy for smugglers to find a secluded cove to unload in
- Some argued that smuggling was a crime created by the government (introducing and extending import duties)
- Smuggling died down after it became less profitable
- 1780s, PM William Pitt lowered import duties
- 19th century, they were reduced again
- There was now less of a difference between the prices offered by smugglers and law-abiding traders
- Smuggling dropped dramatically

This video is a revision resource for the 'Crime and Punishment Through Time' module of the new Pearson Edexcel 2016 History GCSE (9-1), though may be compatible with other specs from different exam boards.

FOR FULL VERSIONS OF THE NOTES FOR THIS AND OTHER CRIME & PUNISHMENT VIDEOS, FOLLOW THIS LINK: quizlet.com/_58irn6

1893: The Oklahoma Land Rush | The American West | GCSE History Revision

A long, long time ago... 2018-05-14 | Oklahoma was subject to 7 land rushes between the years 1889 and 1895, a crazy phenomenon, which involved people literally racing to get hold of a section of land.

Revision notes:
- Indian territory was the territory the government set aside for Plains Indians who lived east of the Mississippi River, and had been forcibly relocated there after the 1830, Indian Removal Act
- The Indian territory was divided into different sections for different tribes, with a section in the middle which was not officially allocated to a particular tribe
- White settlers had been trying to move into the middle section since the start of the 1880s
- The US army had moved them off as the Indian Territory was not open for white settlement
- 1887, the Dawes Act meant that individual Indian families each received 160 acres
- All the land left over after this was put up for general sale
- Many Plains Indians sold their lands too as they did not want to become farmers
- Plains Indians were often cheated into selling their land at a very cheap price by white land speculators
- 1889, the US government decided to open up the middle section of Indian Territory for white settlement
- Government surveyors divided the land up into 160-acre sections
- It was announced that as 12 noon on the 22nd of April 1889, the area would be open for claims
- Thousands of hopeful settlers waited on the boundary of the unopened territory
- Once a signal was given, everyone rushed over the boundary to reach a section and claim it theirs
- This process was called a land rush
- There were 7 land rushes in Oklahoma, in total
- The 1889 land rush was the first, with two million acres of former Indian Territory up for grabs
- The last happened in 1895 (88 000 acres)
- The largest land rush was in 1893, with 8 million acres being opened

Jack the Ripper: Obstacles to Police Success | Crime & Punishment | GCSE History Revision

A long, long time ago... 2018-04-08 | The Jack the Ripper case remains unsolved to this very day. But why?

Perhaps one of the biggest reasons was the rather abundant setbacks the police faced in trying to solve the case?

Revision notes:
- Police used dogs successfully in trials, however, forgot to pay the owner so were refused the opportunity to use them again for the actual investigation
- The investigation depicted the murderer as Jewish, feeding antisemitism
- People were able to walk over the crime scene
- Vast areas of Whitechapel were ruled by gangs
- Evidence in the form of chalk writing on a wall saying ‘The Juwes are the men that will not be blamed for nothing’ was washed off because of police rivalry
- The officer who ordered this claimed it was to prevent antisemitism
- Penny dreadfuls criticised the police
- Over 300 postcards and letters were sent to the Police and Newspapers from people claiming to be the Ripper
- Police thought the ‘Dear Boss’ letter was important enough to reproduce in the hope someone would recognise the handwriting
- 12 years before fingerprinting was first used
- It was in a time pre forensic techniques
- Scientists at the time couldn’t tell the difference between human and animal blood
- The collection of police data in a database was a reasonably new idea, so the database was not big enough to be useful yet
- Crime scene photography was a relatively new concept, so underdeveloped
- Frustrated locals – a group of businessmen and traders - set up the Whitechapel vigilance committee on the 10th September
- They offered rewards to anyone with useful information
- The committee took to the streets every night, armed with burning planks of wood, whistles and hob-nail boots, making as much noise as possible, which disrupted the police investigation
- The committee sent them on false leads & disrupted them as best they could
- This may have been politically motivated to help the SDF in the run-up to the London county council elections by making the government look stupid

FOR FULL VERSIONS OF THE NOTES FOR THIS AND OTHER CRIME & PUNISHMENT VIDEOS, FOLLOW THIS LINK: quizlet.com/_58irn6

Jan 1919: The Spartacist Revolt | GCSE History Revision | Weimar & Nazi Germany

A long, long time ago... 2018-03-13 | Early 1919 was a precarious time for the Weimar Republic. Chancellor Ebert was trying to set up a new Republic after the country had been weakened by the war. He was attacked by both extremists on the left and right. One particularly significant left-wing uprising was the 'Spartacist' Revolt of January 1919.

The 'Spartacist' Revolt - a left-wing uprising:
- Dec 1918, the KPD was set up
- The KPD was backed by the Soviet Union, so well funded
- The KPD soon had 33 daily newspapers and 400 000 members
- The KPD was backed by the Spartacist League
- The Spartacist League were extreme socialists from the USPD, the independent socialist party based in Berlin
- They named themselves after the head of the slaves' revolt in Ancient Rome, Spartacus
- The Spartacist League were lead by Rosa Luxemburg (a.k.a. ‘Red Rosa’) and Karl Liebknecht
- 4th Jan 1919, Ebert sacked Emil Eichhorn, Chief of Police in Berlin & popular with workers
- Thousands of workers took to the streets in protest
- The Spartacists saw this as an opportunity and attempted to take control of the situation, trying to use this as an opportunity to undermine the government
- They called for an uprising & general strike in Berlin
- 6th Jan, 100 000 workers took to the streets
- They seized the government’s newspaper and telegraph offices

The Freikorps:
- The German armed forces, after the war, were unable to put down the revolt alone
- Nov 1918, thousands of soldiers released from the army had returned to Germany but had kept their weapons
- Many of these soldiers were right wing and strongly opposed to the communists
- Ebert ordered Reichswehr officers to organises these demobilised soldiers into Freikorps units
- Mar 1919, it is estimated that the Freikorps numbered around 250 000 men

The end of the Spartacist Revolt:
- Ebert turned the Freikorps on the rioters as the revolt grew
- The workers were mainly unarmed and no match for the Freikorps
- 13th Jan, the rebels had been driven off the streets
- 16th Jan, Luxemburg and Liebknecht were arrested and murdered by Freikorps officers
- Liebknecht was shot
- Luxembourg was struck on the head with a rifle butt, shot in the head and her body dumped in a canal
- For the time being, the left-wing communist rebellion had been suppressed

This video is a revision resource for the 'Weimar & Nazi Germany' module of the new Pearson Edexcel 2016 History GCSE (9-1), though may be compatible with other specs from different exam boards.

FOR FULL VERSIONS OF THE NOTES FOR THIS AND OTHER WEIMAR & NAZI GERMANY VIDEOS, FOLLOW THIS LINK: quizlet.com/_59lgnv

1075: The Revolt of the Earls | GCSE History Revision | Anglo-Saxon & Norman England

A long, long time ago... 2018-03-04 | In 1075, something strange happened... King William I faced a revolt from his own, Norman earls. Tensions caused by his seizing of power lead to built up resentment, resulting in the final significant revolt during his reign.

Revision notes:
- The revolt included Normans rebelling against their king, as well as Anglo-Saxons
- The rebellion was led by Ralph de Gael, Earl of East Anglia
- Ralph plotted it with Roger de Breteuil (Earl of Hereford) and Waltheof (Earl of Northumbria)
- Their aim was to overthrow William and divide the kingdom into three between them
- Ralph contacted the Danes for help
- The Danes put together an impressive invasion fleet, led by Cnut (son of King Sweyn)
- The rebels were supported by both of Normandy’s rivals, Brittany and France, who wanted to weaken Normandy
- Ralph was married to the sister of Roger de Breteuil
- Roger was the son of William FitzOsbern
- Waltheof was the son of Earl Siward of Northumbria, who had been replaced by Tostig when he died
- Waltheof had been involved in the rebellions in the North, however, had submitted, so was able to remain earl
- It is likely that Roger’s motives were his loss of power compared to his father
- Roger had less land than his dad did
- William had also put his own Sheriffs into marcher Earldoms, before, everything had been under the control of the Earl
- Ralph’s motives are not well known - probably loss of power and wealth compared to his father’s landholdings
- It is hard to know Waltheof’s motives as they were clouded by his actions
- When Ralph and Emma (Roger’s sister) got married, they had a big wedding feast
- Important bishops, abbots, earls and magnates (a historical term for a great man - an important and influential figure), were invited
- Waltheof was one of the invited guests
- At the feast Ralph and Roger told Waltheof of their plans
- Waltheof was the last surviving Anglo-Saxon Earl, with strong contacts with King Sweyn in Denmark
- It is likely they got Waltheof on board as he would have been able to help them gain the Danish and Anglo-Saxon support they needed
- They timed the revolt for when William was away in Normandy, with Archbishop Lanfranc as regent
- The rebels failed to get the widespread Anglo-Saxon support
- The Danish fleet (200 ships) arrived too late
- The revolt was defeated before it really began
- Waltheof changed his mind and informed Lanfranc of the plans
- Lanfranc sent out men to see what was happening in the Earldoms of Hereford and East Anglia
- The men reported that the rebels were strengthening the defences of their castles and building up troops for a combined attack
- Lanfranc wrote letters to Roger to try and convince him not to rebel and reminding him of his father’s loyalty to William
- These letters had no effect, so Lanfranc used the power of excommunication until he gave up his plans for a revolt
- Meanwhile, preparations were being made to counter the revolt
- In the West, Bishop Wulfstan of Worcester and the abbot of Evesham used their troops to prevent Roger from crossing the River Severn, trapping him in Herefordshire
- In the East, the Normans and Anglo-Saxons joined together to stop Ralph from breaking out of his earldom of East Anglia
- William returned to England at a similar time to the Danes arrived
- The Danish fleet could have stretched Norman defences beyond their limit
- However, the two leaders (Cnut and Earl Hakon), according to the Anglo-Saxon Chronicle ‘dared not to join battle with William’ himself
- The fleet chose not to invade, instead, they raided up the east coast and, as usual, ransacked York cathedral before going home again
- Ralph escaped to Brittany
- Emma, Ralph’s wife, held out in Norwich castle until she could make a deal which guaranteed her, and their followers, a safe passage to Brittany
- Ralph’s rebellious Breton followers were either blinded of banished
- Waltheof fled abroad
- William tricked him into thinking he would be forgiven if he returned
- Waltheof was imprisoned up his return
- William must have run out of patience with him, as, he was then executed at Winchester, in May 1076
- William imprisoned Roger for life
- William travelled back to Normandy and attacked Ralph’s castle at Dol
- William faced stiff resistance, as well as troops sent to aid Brittany from France, so was forced to retreat
- William realised he had to be careful of his own earls, especially as ambition and resentment were at the heart of the revolt
- The joining of Anglo-Saxons and loyal Normans in preventing the revolt, such as bishop Wulfstan, suggests that some Anglo-Saxons now supported the Normans
- William stamped down much harder on any Anglo-Saxon rebellions which arose, particularly if it involved links to Denmark
- William saw the Danes as a great threat, and when they returned again in 1085, William to extraordinary measures to boost England’s defences

Nov 1918: The Abdication of the Kaiser | GCSE History Revision | Weimar & Nazi Germany

A long, long time ago... 2018-01-29 | It's two days before the end of WWI, Germany's getting pretty desperate. The government have lost control of their country - in some places, people have set up their own councils to replace the government's. It's not going well. Thousands are protesting on the streets. Here, we see the situation which unfolded in the final few days of the great war through Germany's eyes.

REVISION NOTES

The legacy of WWI:
- fighting lasted between 1914 & 1918
- 55% of German troops became casualties (2 million killed & 4 million wounded)
- The cost of the war caused Germany’s debts to treble to 150 billion Marks
- British Navy ships blockaded German ports - preventing German ships delivering food into the country
- 750 000+ Germans die because of food shortages in WWI
- Germany lost much support of the people before it was even defeated on the battlefield (e.g. German crews mutinying; workers strikes with soldiers refusing to stop [Omitted word*]; 7th Nov - some in Munich tried to declare independence from Germany)

THE GERMAN REVOLUTION (1918-19)

The abdication of the Kaiser:
- 9th Nov 1918, the Kaiser is in the army headquarters in the town of Spa (700km away from Berlin)
- His ministers tell him the only way to restore order in Germany is for him to abdicate
- He initially refused
- General Wilhelm Groener (the army’s 2nd in command) told him he lost the support of the army - officers at the army headquarters refused to support him
- 9th Nov 1918, the Kaiser was then forced to abdicate
- 10th Nov 1918, he went into exile in Holland in the early hours of the morning

The declaration of a republic:
- 9th Nov 1918, the streets were full of people - some gathered peacefully, others took over parts of the city
- Philipp Scheidemann (a leading member of the SPD - Social democratic party & largest party in the German parliament) was told that armed rioters were preparing to announce a communist government in Berlin
- Scheidemann rushed to an open window of the Reichstag and announced to the crowds that the Kaiser had gone and that there was a new German Republic
- Scheidemann appealed for a peaceful transition into the new republic

The Council of the People’s representatives:
- The SPD had to work quickly to establish the new republic
- 9th Nov 1918, the Kaiser’s Chancellor (Max von Baden) handed over his office to Friedrich Ebert, leader of the SPD
- 10th Nov, he made an agreement with General Groener to work with the army to keep the communists out of power
- 10th Nov, Ebert suspended the old Reichstag (parliament)
- Ebert named 6 moderate politicians to form the Council of the People’s Representatives
- This council were to be head of the country but only until a new constitution could be agreed
- These steps helped to prevent the takeover of Germany by extremist groups

The armistice:
- 11th Nov 1918, Ebert’s representative (Matthias Erzberger) signed the armistice (the formal agreement between the allies and Germany to end WWI)

This video is a revision resource for the 'Weimar & Nazi Germany' module of the new Pearson Edexcel 2016 History GCSE (9-1), though may be compatible with other specs from different exam boards.

FOR FULL VERSIONS OF THE NOTES FOR THIS AND OTHER WEIMAR & NAZI GERMANY VIDEOS, FOLLOW THIS LINK: quizlet.com/_59lgnv

Interesting Topic: Anglo-Saxon Warfare (Ep2)

A long, long time ago... 2018-01-20 | So you may well have heard of the 'shield wall', but that's far from the only tactic used by the Anglo-Saxons in warfare. What did they wear? What weapons? What formations? How did it work? This video takes a further look into Saxon warfare, which helps us to explain some of the key tactical decisions made during famous battles, such as Harold Godwinson in the Battle of Hastings.

#InterestingTopic #History #AngloSaxons

Anglo-Saxon Society | GCSE History Revision | Anglo-Saxon & Norman England

A long, long time ago... 2018-01-08 | The Anglo-Saxons were the people who settled in England after the Romans left. Their society and culture is not only vastly interesting but will also come in handy for GCSE. What were Earls? Peasants? Ceorls? Thegns? And where did they fit into society? How did the hierarchy work? Let's have a look at late Anglo-Saxon society! :)

#GCSEHistory #GCSERevision #AngloSaxons

PATREON: patreon.com/alonglongtimeago

***---Useful resources---***

PRACTICE QUESTIONS:
- Describe two features of the social system in Anglo-Saxon England (4 marks)

REVISION NOTES:
- Anglo-Saxons were the people who settled in England after the Romans left, coming from parts of what is now Germany, Belgium and the Netherlands
- Population of roughly 2 million
- Low life expectancy and high infant mortality
- Most people farmed the land in order to grow what they needed to live on
- Most of the population were peasant farmers
- Rented small farms, did a certain amount of work for the lord and were allowed to use the rest to support themselves & their family
- If they didn’t do the work for the lord they could risk losing their land rights
- Ceorls were ‘free; peasant farmers who were not tied to their land
- Did work on the land for the lord, however, could go and work for a different lord if they wished to
- Slaves were at the bottom of society
- 10% of the population were slaves
- Could be bought & sold (seen as property)
- Were punished less harshly for committing crimes, in case it affected their ability to work
- Normans thought slave ownership was barbaric
- Thegns were local lords
- Between 4000 and 5000 by 1060
- Held more than 5 hides (roughly 120 acres - a measurement of land) of land
- Lived in a manor with a tower and a separate church
- Were the aristocracy - its warrior class
- Earls were the most important aristocrats
- Second from the King
- Competed with each other, through loyalty, to be the most trusted and relied on by the King
- This was in return for rewards
- Earls would sometimes challenge the King to gain further power
- Ruled over an area known as an Earldom
- In most of Europe, social status depended on ancestry
- Anglo-Saxon society allowed for changing status
- A successful peasant, who fitted the criteria, could become a thegn
- Merchants - made a number of successful trips in their ships could become thegns
- Slaves could be freed by their masters
- Ceorls could sell themselves into slavery as a desperate measure
- Thegns could become Earls, Earls, Kings, Earls could be demoted to thegns

The information used in this video is sourced from the Pearson Edexcel 9-1 GCSE history 'Anglo Saxon and Norman England' textbook

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Interesting Topic: Earl Godwin (Ep1)

A long, long time ago... 2018-01-01 | Earl Godwin: So you know he was exiled and he had a son called Harold, but what about the rest of his life?

Born in the 990s-early 1000s, the son of a commander of the English fleet against the Vikings, Godwin was left in a position of power from a young age. After showing loyalty to King Cnut, he gained the title, Earl of Wessex and was part of many plots and conspiracies - the murder of Aethling Alfred, for instance.

The earlier life of Earl Godwin may not be part of the GCSE, but it's certainly interesting to learn about - or should I say an interesting topic?

Enjoy :)

#InterestingTopic #History #AngloSaxons

1880s: Housing in Whitechapel | Crime & Punishment | GCSE History Revision

A long, long time ago... 2017-12-21 | One factor which massively contributed to the high crime rates in 1880s Whitechapel and set up circumstances for the 1888, Jack the Ripper murders, was housing. Despite measures being put in place, such as the, 1875, Artisans' Dwellings Act, Whitechapel still experienced huge problems, such as overcrowding and sanitation.

#GCSEHistory #GCSERevision #crimeandpunishmentGCSE

Revision notes:
- Whitechapel was overcrowded
- Roughly 1/30 people living there were homeless
- Lodging houses were places which provided the poor with a bed, sleeping there would often be done in 3 eight hour shifts so they could be used by the largest possible number of people
- Terrible pollution, at times you couldn’t even see your own hand in front of your face (pollution was blown over from the east end of London by the prevailing wind)
- Poor sanitation, there was little healthy drinking water and open sewers ran into the street
- Slum-type housing was known as ‘rookeries’
- Houses were divided into apartments and up to 30 people could share one apartment
- In 1881 Whitechapel had a recorded population of 30 709 but only 4069 occupied houses
- 1875 Artisans Dwelling Act made the house owners responsible for keeping their properties in good order and gave local authorities the right to buy and demolish slums if they were not improved.
- Pollution caused illness
- There was a housing shortage