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Advantages and Disadvantages of Franchise Agreements with Suitable Example document sample
Advantages and Disadvantages of Franchise Agreements with Suitable Example document sample
2005-6 year 10 SOW.xls Author - B. Evans Differentiation / Week Theme Key Questions Learning Objectives Starter Task/ Learning Activities Learning Outcomes Resources Links extension Brainstorm - What was life like in 1900 for the poor? Health, work, living condition. Generate a spider Pupils will demonstrate diagram assessing prior knowledge Core and understanding by oral tapping into work done at the foundation text and written work on beginning of year 9. Pupils feed books. Pupils source analysis. They To understand why back their ideas and use source A could also do will also identify the key Why did the the reforms were (p6) to comment on their findings. further research groups who were in liberal introduced and to use Does it support or not support their at poverty in the early Introduce Key governments sources to help findings? Reliability? Why was this The Modern www.spartacus. 1900's (young, old, Stage 4 and introduce investigate the life of photograph taken? Pupils then World p132-133, schoolnet.org. 1+2 unemployed, sick). Citizenship introduce reforms to help the poor in the early attempt to apply thes eideas to Modern World Pupils could Pupils will also liberal reforms the young, old 1900's. Some pupils source B (p7). Pupils then read History p7-12 also make a understand that a and will also begin to through p7-12. Investigating social scrapbook of number of factors unemployed? evaluate these and economic changes, poverty, the life for a poor contributed to the action sources workhouse and Seebolm and family in 1900 of the liberal government Rowntrees study. Pupils copy out the charting their (votes for the poor, guilt, diagram from p133 (The Modern daily life and public awareness, World) to illustrate this. Pupils take struggles. necessity). notes and answer questions coomenting on sources and attempting to evaluate them. 2005-6 year 10 SOW.xls Author - B. Evans Recap what we know about sources. What is important to look for? Pupils are divided into groups of five or so (they need to be equal ideally). They have two sheets of paper per group and one pencil only. They are each given a number 1-5 and all the 1's are asked to come up and look at two pictures for a total of 20 seconds. They must go back to Pupils will share ideas Pictures relating the group and reproduce the sources and produce the things to liberal reforms as accurately as possible (it is not an in the sources they feel Pupils could (e.g. Source A art competition however - it is all are important. They will attempt to Hidden How do we read p136 and Source To break down and about reproducing important detail communicate this as a generate their Art, working Camera - sources and A on 138 of The 2 reproduce the source that can tell us about the meaning of group and reinforce their own political with others, Using sources decide what Modern World or alternate in a group and the source). Wait two minutes and ideas and cartoon about thinking to investigate detail is Source J p17 interpret it bring up number 2's and so on. All understanding. Pupils liberal reforms skills liberal reforms important? Modern World the pupils come up twice. They can will comment on other to apply this History). A3 record information in picture or note drawings and assess the knowledge. paper and one form and work out strategies as they effectiveness of their pencil per group wish. This will take around 25 work and that of others. minutes. Give the pupils 15 minutes and two fresh pieces of paper to reproduce the sources as best they can. The drawings are then displayed at the front (with the originals) and the group discuss what is important and why and which drawing is the most accurate and why. 2005-6 year 10 SOW.xls Author - B. Evans What would you do with children, old people and the unemployed if it Pupils will demonstrate Core and were up to you in 1906? In pairs understanding by oral foundation text To understand the work three things you would do for and written work on books. Pupils reforms that were these three groups. Feed this back source analysis. They could display introduced and to and comment on any problems or will also identify the ways The How effective the reforms and assess their weaknesses in these ideas? Pupils the reforms helped the Modern World 3) Application of were the Liberal effectiveness as Citizenship effectiveness at read through the reforms for each key groups but also the History p13-17 the Reforms Reforms? a table using helping the 'at risk' group and make notes on these limits of this help. Pupils headings and a groups. Did they go reforms. Pupils also consider the will also understand why layout of their far enough? sources on old age pensions (p13- some people (tax choice for help 14) and evaluate the sources for bias payers) were hostile to when revising and reliability. They then answer the the new ideas. questions in the book. Pupils will demonstrate understanding by oral www.learningcu Using the learning curve website To understand the and written work on rve.gov.uk/britai pupils can investigate the reforms that were source analysis. They n1906to1918/g7 effectiveness of the reforms using (ICT Lesson) introduced and to will also identify the ways www.learningcurv /gallery7.htm How effective primary sources reproduced on this 3 The assess their the reforms helped the e.gov.uk/britain1 This is a revison were the Liberal website. A worksheet can be used to ICT optional Application of effectiveness at key groups but also the 906to1918/g2/gal exercise to help Reforms? focus the pupils on finding out the Reforms helping the 'at risk' limits of this help. Pupils lery2.htm reinforce information on the three main groups. Did they go will also understand why knowledge groups. The website divided the far enough? some people (tax already gained evidence up to make this easier. payers) were hostile to in lessons the new ideas. 2005-6 year 10 SOW.xls Author - B. Evans Pupils will understand how to answer source based questions on their Modern World own and apply the skills History p42-44. Pupils complete the paper 2 type built up over the last 5 The work should assessment in lesson under exam weeks. Pupils will be marked How great an To assess the impact conditions. Pupils are directed to use identify some bias and promptly and a impact did the of the liberal reforms Complete for 4 Assessment their source skills to answer the unreliability and grade included in Exam skills Liberal Reforms from using the homework questions and look at the marks incorporate evaluation the afl marking have? sources available available to make a judgement on into their answers to frame for Key the length of the answer. differing degrees. Pupils Stage 4 along will make mistakes with the pupils inevitably and this needs target grade. to be discussed and built on later. Pupils look at source 3 p47 of 'Into Pupils will demonstrate a the Twentieth Century'. What is this Core and knowledge of the ways in picture showing? What are the roles foundation text which women were of the woman and the man and how books. Use the achieving equality with are they different? Pupils then look spartacus men throughout the What freedoms at the 'angel of house' model website to nineteenth century were women To identify the ways explained on p46-7. Around the room Into the research further show an understanding Opinions on obtaining? Did that women were are placed flashcards with Twentieth to find out about of the impact legislation Citizenship, 5 Female the 'Angel of the gaining more descriptions of the rights some acts Century p46-7, the two groups could have had on the SMSC Suffrage House model freedom in the mid to of parliament gave women (with no p68-69, that attitudes of men and still stand up in late 1800's. dates on them). Pupils must move flashcards, campaigned for women to female 1901? round the room and complete the the vote for equality activity on p68. This is then fed back women or discuss and evaluate as a timeline. Question 2 is then www.johndclare. conflicting evidence to completed finally commenting on the net/Women1.ht arrive at a considered validity of the 'angel of the house' m viewpoint model in 1901. 2005-6 year 10 SOW.xls Author - B. Evans Foundation text books. This is more suitable Pupils look at source 3 p47 of 'Into for the lower the Twentieth Century'. What is this ability. Use the picture showing? What are the roles spartacus of the woman and the man and how Pupils will demonstrate a Into the website to What freedoms are they different? Pupils then look knowledge of how Twentieth research further were women To identify the ways at the 'angel of house' model womens' rights changed Century p46-7 to find out what 5 Opinions on obtaining? Did that women were explained on p46-7. Pupils use the up to 1901 and compare sheets, some of the alternate ICT, Female the 'Angle of the gaining more bbc.co.uk/society_culture/women/ this to the 'angel of the www.bbc.co.uk/s arguments for (lower citizenship Suffrage House model freedom in the mid to and use the interactive game on house model' to reach a ociety_culture/wo and against ability) still stand up in late 1800's. women's rights. The pupils can considered viewpoint on men/launch_gms were possibly 1901? complete a chart of how women whether it still applied in _victorian_wome for the starter achieved more rights by 1901 in 1901. n.shtml next lesson areas such as jobs, money, (about perhaps education among others. This may the two groups be more suitable for lower ability. that campaigned for the vote for women). 2005-6 year 10 SOW.xls Author - B. Evans What might be some of the arguments for or against women getting the vote? (using last lessons homework task). Explain to pupils Pupils demonstrate that, meanwhile, alongside all these understanding of events, many different people were nineteenth-century arguing for and against votes for arguments for female Core and women. (Could illustrate with suffrage by matching foundation examples of individuals, eg John these to types of What were the To understand the Into the textbooks or on Stuart Mill, Mrs Humphry Ward , individual involved. They arguments for different factors that Twentieth the web For and Emmeline and Christabel Pankhurst, also explain why some 5 and against led people to argue Century p70-71, www.johndclare. Citizenship against David Lloyd George, Sylvia groups and some womens' for and against Modern World net/Women2.ht Pankhurst, Millicent Fawcett, Annie women would not have suffrage? womens' suffrage History p18-20 m for more Kenny, Emily Davison) . Look at supported female research and sources 1-4 p70-71. Give pupils suffrage, thereby questions sample arguments and ask them to demonstrating deeper match them to individuals involved. knowledge of social/ Check pupils' understanding of this political values and work by asking them to suggest attitudes social and political types who would not have argued or campaigned for votes for women. 2005-6 year 10 SOW.xls Author - B. Evans What might be some of the arguments for or against women getting the vote? (using last lessons Pupils demonstrate homework task). Explain to pupils understanding of that, meanwhile, alongside all these nineteenth-century events, many different people were arguments for female arguing for and against votes for suffrage by matching Core textbooks. women. (Could illustrate with Into the these to types of This is really for What were the To understand the examples of individuals, eg John Twentieth 5 individual involved. They the higher ability (ICT Lesson) arguments for different factors that Stuart Mill, Mrs Humphry Ward , Century p70-71 alternate also explain why some as the primary For and and against led people to argue Emmeline and Christabel Pankhurst, www.learningcurv ICT (higher groups and some sources are against womens' for and against David Lloyd George, Sylvia e.gov.uk/britain1 ability) women would not have hard and suffrage? womens' suffrage Pankhurst, Millicent Fawcett, Annie 906to1918/g3/gal supported female require good Kenny, Emily Davison) . Using lery3.htm suffrage, thereby analytical skills Learning Curve website pupils can demonstrating deeper investigate the case for and against knowledge of social/ and feed back their findings. Pupls political values and must find at lest 4 arguments for and attitudes 4 against and who said them. They also need to comment on why those people would have that point of view. 2005-6 year 10 SOW.xls Author - B. Evans How have people tried to get their way in the past? (link back to work on N. Ireland, Make poverty history campaign, Al Qaeda). What are the Pupils will demonstrate To develop advantages/disadvantages of the understanding by knowledge and campaigns? Pupils investigate analysing the methods of understanding of Suffragist and Suffragette Suffragists and Into the campaigning How did women campaigns. Use focused, limited Suffragettes and Twentieth Core and Suffragists and methods used by 6 campaign for research in which pupils must identifying Century p72-75, foundation Citizenship Suffragettes suffragists and the vote? classify different methods used and strengths/weaknesses of The Modern textbooks. suffragettes and the the reasons why these methods the methods. Some World p142-145 advantages/disadvan were used (p72-75 of text books). pupils will also identify tages of their More able pupils use timelines and the way the campaigns methods. timeline commentaries to indicate developed over time. when and why methods changed, and what the differences were between the two groups. Pupils will demonstrate To develop understanding by knowledge and analysing the methods of understanding of Recap knowledge on differences of Suffragists and Using 6 campaigning How did women camapigning from last lesson. Pupils Suffragettes and www.learningcurv alternate Suffragists and methods used by differentiated campaign for can take their timelines and answer identifying e.gov.uk/britain1 ICT ICT Suffragettes suffragists and worksheets the vote? the 'big question' on the web page strengths/weaknesses of 906to1918/g4/cs Lesson suffragettes and the using primary sources the methods. Some 3/g4cs3.htm advantages/disadvan pupils will also identify tages of their the way the campaigns methods. developed over time. 2005-6 year 10 SOW.xls Author - B. Evans Core and What happens if someone kills Pupils will demonstrate foundation themselves for what they believe? understanding of the textbooks. How do people and the media power of terrorism and Using learning react? Pupils read through p21-23 martyrdom and how it curve website looking at sources about the can be manipulated to pupils can campaigns of the Suffragettes. support a cause. They further research To develop Watch a small snippet of the video will also formulate their the death of How effective knowledge and 1914-1918 (showing the 1913 Derby own ideas about whether Modern World Emily Davison were the understanding of and the 'suicide' of Emily Davison Emily Davison intended History p21-25, to support their Suffragists and activities of the campaigning and her funeral). Refer this 7 to kill herself based on Video 1914-18, ideas about Citzenship Suffragettes Suffragists and methods used by information back to the starter and source evidence form The Modern whether she the suffragists and the objectives. Did this act of the book. Pupils will also World p144 intended to die Suffragettes? suffragettes and how 'martyrdom' work? For whom? Did make a sustained or not. For lower effective they were. Emily Davsion intend to kill herself? judgement about ability more Pupils also look at the reaction of the whether the Suffragettes information is at authorities. Study source J. Who helped the cause and www.johndclare. designed this poster? How do you some will qualify this by net/Women3.ht know? Answer questions. Plenary - considering 'how far' m with self Did the Suffragettes help the they helped. contained women's cause? exercises. Pupils will understand how to answer source based questions on their This work can own and apply the skills be completed To use sources built upover the last 5 for homework if critically to make a weeks. Pupils will not completed How important sustained judgement identify some bias and in the lesson. were the about how successful Pupils answer the questions on p45- unreliabality and Alternatively two Suffragettes in the Suffragettes were 47 as fully as possible using their incorporate evaluation Modern World 8 Assessment lessons could Exam skills helping win the and to become more previous knowledge and into their answers to History p45-47 be used to vote for familiar with the understanding differing degrees but complete this women? language and more readily than on fully if pupils are demands of paper 2 their last assessment. not confident exam type questions Again pupils will make about doing it at mistakes inevitably and home this needs to be discussed and built on later. 2005-6 year 10 SOW.xls Author - B. Evans Core and foundation By 1915 lots of women were doing Pupils will demonstrate textbooks. work they could not do before. Think understanding by Using learning of as many reasons as you can for identifying the jobs curve website this change. Share with the person Modern World women did, the pupils can next to you. Pupils use sources and History p26-27, To assess how freedoms they got as a investigate information (p26-27) to discuss what Into the Women and How did women women contributed to result but also the further on the jobs were done by women and why Twentieth 9 World War contribute to the the war effort and sacrificies they made to role of women Citizenship the government and attitudes Century p76-79, One war effort? how important they the war effort. Pupils will in the war using changed toward the role of women. Video 1914-18, were. see that this meant that primary Into the Twentieth Century can also The Modern women's issues could sources. A be used to support the objectives. World p145-147 not be ignored any more recruitment Pupils could also design their own and things had changed poster can be recruitment poster for women using forever. designed for their knowledge and understanding. homework if not in the lesson. Pupils will show How do you think war would change understanding by Core and your daily life? Write down three understanding key words foundation changes that would affect civilians - recruitment, textbooks. and discuss with the person next to conscription, Using learning you to prioritise your reasons. Feed concientious objectors, curve website back to the class. Using sources in To assess how DORA, censorship, Modern World pupils can the book p28-32 look at recruitment, civlian life was rationing. Pupils will also History p28-32, investigate How were conscription, posters and DORA. affected by the war understand the naïvety video 1914-18, further the World War civilians Why did the government use posters Citizenship. 9 and the powers the of the authorities and the DVD Blackadder civilian One at Home affected by the to recruit rather then conscript Art government had to young men that joined in Goes Forth, The experience of war? straight away? Why were men so recruit and limit thinking the war would Modern World war using eager to sign up and fight? Watch freedoms only last 6 weeks and it p18-19 primary excerpt from the video 1914-18. would be a big sources. A ('goodbyee' from Blackadder goes adventure. They will also recruitment Forth could also be used as George see why the governemt poster can be talks about signing up to fight and changed its policies as designed for how they have found the war was not the war went on out of homework. as they thought it would be). necessity. 2005-6 year 10 SOW.xls Author - B. Evans Pupils will show understanding by understanding key words - recruitment, Using primary sources from the conscription, learning curve website pupils can concientious objectors, To assess how look at recruitment, conscription, DORA, censorship, Pupils could Learning Curve civlian life was posters and DORA. Pupils can work rationing. Pupils will also work in mixed How were website (ICT Lesson) affected by the war in groups to investigate each of the understand the naïvety ability groups 9 civilians www.learningcurv World War and the powers the sections of the site (DORA in action, of the authorities and the and tasks could ICT alternate affected by the e.gov.uk/britain1 One at Home government had to Recruitment and Conscription, young men that joined in be given war? 906to1918/g5/gal recruit and limit Shortages and Rationing, Workers thinking the war would according to lery5.htm freedoms and the War) and bring their only last 6 weeks and it ability. information together as a wall display would be a big or a class discussion. adventure. They will also see why the governemt changed its policies as the war went on out of necessity. 2005-6 year 10 SOW.xls Author - B. Evans Pupils could look at a selection of propaganda images and decide who they are aimed at and what emotions they are exploiting (many examples are on www.worldwar1.com/posters.htm). Pupils read through the text and Pupils shall demonstrate answer the questions. They can also understanding by To understand the relate back to their posters on identifying the types of How effective way the government women/recruitment to see whether propaganda used and Modern World was attempted to Core and they follow the rules of propaganda. how it tapped into the History p33-34, Art, 10 Propaganda government manipulate public foundation text Pupils could also generate a table emotions of certain 'Trenches on the citizenship propaganda opinion and to books looking at the type of propaganda, groups of people. They web' site during the war? assess how who it was aimed at and how will also formulate an successful they were. effective it was. Pupils could then opinion of how effective prioritise them and disuss the this propaganda was. results. Question 1 2004 paper 2 would be an example the pupils could look at and attempt to answer in class discussion. A mark scheme is available to mark the answers to exam criteria. Core and foundation text books. More Pupils shall demonstrate able pupils understanding by could also Show the source J (The Modern identifying the full range produce a World p146). What is the artist of To understand the of reasons why women spreadsheet this cartoon attempting to say? How Why were some limitations on women were given the vote and Modern World using Women and do you know? Using p35-6 Modern women given and the vote and how what limitations there History p35-36, quantitative 12 World War World History pupils answer the key Citizenship the vote in politicians saw the were on the vote. Pupils The Modern data on the One question. Pupils can then construct a 1918? work of women should understand that World p146 changing range mindmap showing how all the factors during the war women did not get of women's contributed to some finally getting universal suffrage until occupations by the vote in 1918. 1928 with the Equal 1918. They Franchise Act. could analyse the data and produce graphs of trends. 2005-6 year 10 SOW.xls Author - B. Evans Show the source B p38 and ask Pupils will demonstrate To understand the pupils to write down what the poster understanding by very hostile attitude is trying to make you think and three identifying the ways the What was the of the people towards ways it tries to convince you. Share poster demonises attitude of the Germany and the this with the person next to you Germany. Pupils will also British people at success of the Have they got the same three identify some problems Core and the end of the propaganda things? What does this tell you that may arise at the Modern World 12 After the War foundation Art war towards campaign and the about the effectiveness of the peace conference as a History p37-38 textbooks Germany and difficulties this was to poster? Pupils read through p37-38 result of this attitude the Paris Peace generate when the and postulate potential problems such as harsh Conference? peace had to be with the public's view of Germany punishment, inability to negotiated in 1919 and how this conflicted with Lloyd forgive and lingering after the war. George's desire on how to treat resentment on both Germany. sides. Pupils will understand how to answer source based questions on their own and apply the skills This work can To use sources built upover the last 3 be completed critically to make a weeks. Pupils will for homework if sustained judgement identify some bias and Britain and the not completed about how clever and unreliabality and First World in the lesson. subtle the use of Pupils answer the questions on p39- incorporate evaluation War. Was the Alternatively two propagana was in 41 as fully as possible using their into their answers to Modern World 13 Assessment use of lessons could Exam skills World War One and previous knowledge and differing degrees but History p39-41 propaganda be used to to become more understanding more readily than on subtle and complete this familiar with the their last assessment. clever? fully if pupils are language and Again pupils will make not confident demands of paper 2 mistakes inevitably and about doing it at exam type questions this needs to be home discussed and built on later but they should be building in confidence in their answers. 2005-6 year 10 SOW.xls Author - B. Evans Core and What would you do to Germany if Pupils will identify the foundation you were in charge of the peace aims and motives of the books. Higher treaty? What would the public 'big three' and see that ability could expect? Pupils read about the Modern World What were the they had conflicts of research on the To identify who the different leaders and link what they History p50-53, aims of the 'big interest that would be spartacus site Great 'big three' were and wanted to their level of suffering in The World Re- 14 three' at the hard to solve. Some will either in lesson Politics Expectations what their motives the war. They make notes on the big Made p4-5. Paris Peace draw this information or for and aims were. three and what their primary motives www.spartacus.s Conference? from a range of written homework. were. Higher ability pupils could also choolnet.co.uk sources whilst others will Pupils could research this on the use a more limited range display this www.spartacus.schoolnet.co.uk/FW of sources information as a W/paris.htm using the sources there. chart. What would you do to Germany if Pupils will identify the This is suitable you were in charge of the peace aims and motives of the for the higher treaty? What would the public 'big three' and see that Learning Curve What were the ability as the 14 To identify who the expect? Pupils analyse primary they had conflicts of website (ICT Lesson) aims of the 'big sourec work is alternate 'big three' were and sources at interest that would be www.learningcurv Great three' at the difficult but it ICT (higher what their motives www.learningcurve.gov.uk/greatwar/ hard to solve. Some will e.gov.uk/greatwa Expectations Paris Peace can be ability) and aims were. g5/cs1/default.htm about the draw this information r/g5/cs1/default.h Conference? scaffolded using different leaders and their aims. from a range of written tm a worksheet There is a downloadable worksheet and pictorial and table. to go with the activity. primarysources 2005-6 year 10 SOW.xls Author - B. Evans Pupils will demonstrate understanding by Recap who the 'big three' were and completing a map of what they primarily wanted from the Europe to reflect the peace neagotiations. Pupils then get To understand the changes they have into groups of three following the Pupils could complex nature of the agreed and instructions on p26-27 of the continue to What would you discussions and to understanding the scope Peace textbook. Pupils then work together The World Re- research to see have done at appreciate that each and the difficulties of 15 simulation to try and come up with a workable made p26-29 + if the real Politics the Paris Peace leader had his own making a lasting peace Game peace that fits their aims. Mini- maps agreement Conference? considerations and that all agreed with. plenary at the end of lesson one is reflected their they were not always Pupils will also see how then continued next lesson by settlement shared by others. the leaders attempted to answering the questions to analyse stop war in the future how it went and what the pupils have and how compromise learned was essential for progress Odd one out - Which leader is the odd one out Lloyd George, Core and Woodrow Wilson or Georges foundation Clemenceau? As long as the pupils textbooks. give a reason for their choice it is Pupils will demonstrate www.schoolhist fine. Pupils can work through the understanding by The World Re- ory.co.uk/year9li work section on p6-7 of the World Re- identifying the actual Made p6-7, nks/versailles.s Made. Pupils should also fill in map changes that were made Modern World html gives more To understand the of Europe to accurately identify and to Germany by the History p53-56, SEN friendly What was the devastating effect on label the land lost by Germany. Treaty of Versailles The Modern information to effect on Germany of the The Treaty of Pupils can also work through p116- (military, geographical World p23-26, reinforce 16 Germany of the treaty and identify the group work Versailles 117 of Peace and War and complete among others) and some Peace and War knowledge. It Peace geographical and the tasks in pairs diagnosing what of the possible effects. p116-117, video also gives links Treaties? military changes the the main aims of the clauses were. Pupils will be able to 'peacemakers' for further settlement made Pupils can also watch 'Peacemakers' prioritise these clauses (60 mins), map of research. video using their list of claims as a considering how upset Europe (in filing Higher ability guise and see how the video they would have made cabinet). pupils can use demonstartesc these aims and any the people of Germany. learning curve other information that is useful (to website to do reinforce the aims of the 'big three' further and how their priorities changed and research. how they compromised to get a deal). 2005-6 year 10 SOW.xls Author - B. Evans Pupils will demonstrate understanding by identifying the actual changes that were made to the central powers Core and after the war and also to foundation Recap - what other countries helped draw parallels between textbooks. The Germany in the First World War? how Germany was www.johndclare. (link back to peace simulation game treated and how they To understand the net is good for knowledge) Pupils produce a table were treated. Were they The World Re- How did the settlements with the lower ability to sum up the other peace treaties treated better or worse? Made p8-9, Treaty Makers Bulgaria, Turkey and and provides The Other using the information on p59-60 of Pupils will also Modern World 17 deal with the Austria-Hungary and self contained politics Peace Treaties Modern World History. This could understand specific History p59-60, other Central the restrictions they chunks of study also be done in pairs. Pupils could terms: self www.johndclare.n Powers? placed on these on the Treaty of also work through p8-9 of The World determination, et countries Versailles Re-Made or alternatively a reparations, mandate, breaking it down photocopy of this could be used as a territory. Pupils will also but some of the homework task. know some of the links can be impacts of the treaties very text heavy. on the countries involved. This will provide a link to the later work on the League of Nations. 2005-6 year 10 SOW.xls Author - B. Evans Look at the sources on p136-7 in 'Peace and War'. Discuss in pairs what the cartoons are showing. Pupils will show Feed back to class. What are the understanding by cartoonists opinions? How do we decoding the meaning of know? Pupils then attempt to political cartoons and Nice summary To assess the empathise with the people at the using this to identify for lower ability fairness of the time to discuss how you can know contemporary opinions. Could the Peace and War at settlements and how the future. Further sources can be Pupils will also reach a treaties be p136-137, www.johndclare. 18 Justification the people saw it at worked through on p61-62 of The conclusion about how empathy justified at the Modern World net/peace_treati the time. To use Modern World. Plenary: Was the successful the treaties time? History 61-62 es6.htm. Core sources to reach a treaty a mistake? Pupils work were. Pupils will also use and foundation conclusion through the paper 1 type this knowledge and textbooks. assessment on p63 Modern World understanding along with History. This can be discussed first prior knowledge to to reinforce prior knowledge of answer a paper 1 type vocabulary used in questions and assessment. the marks available for certain questions. Look at the source A on p63 of Modern World History and discuss The paper 1 Pupils will show in pairs for 3 minutes about the type understanding by To assess the meaning of the cartoon to introduce assessment decoding the meaning of fairness of the prior knowledge of political cartoons. p63 in Modern Could the political cartoons and Two cartoon (Hidden settlements and how Put pupils into groups and follow the World History Thinking 18 treaties be using this to identify sources, one Camera) - the people saw it at same guidelines as in week 2 can be skills, art, alternate justified at the contemporary opinions. pencil per table, Justification the time. To use 'hidden camera' lesson. Good completed for group work time? Pupils will also reach a A3 paper sources to reach a sources can be found on p137 of homework after conclusion about how conclusion peace and war (sources 5 and 6). a brief successful the treaties This can then be followed up by discussion in were. using p61-62 Modern World History lesson to investigate in more depth. 2005-6 year 10 SOW.xls Author - B. Evans Design a flag Look at the poem called 'League of for the League nations' by Henry Lawson in 1919 of Nations. A http://members.ozemail.com.au/~nat Pupils will demonstrate superb info/lawson/leagueofnations.htm. understanding by summary of the What does this tell us about the displaying knowledge in structure and aims of the League? Pupils can a diagram of the League function of the How far did To understand the work through p64-67 Modern World and a mind map taking Modern World League can be weaknesses in structure of the History to analyse the structure and account of weaknesses History p65-67, found at at The League of the League's League and the weaknesses of the League. Pupils and potential The World Re- http://en.wikiped 19 Art Nations organisation weakness inherent in could annotate a diagram of the consequences (good Made p10-11, ia.org/wiki/Leag make failure the league's League making sure they take and bad). Balance is The Modern ue_of_Nations. inevitable? oraganisation account of the special commissions. important when World 28-29 Excellent for This information regarding assessing the League of research. Also weaknesses is displayed in a mind Nations as many exam nice lower map. This could be worked on in questions ask pupils to ability sum up is pairs. Pupils can also use p10-11 of consider this. at the World Re-Made. This could also www.johndclare. be used a homework if photocopied. net/league_of_n ations3.htm 2005-6 year 10 SOW.xls Author - B. Evans Pupils will demonstrate How is a referee at a football match understanding by seen as a success or failure? Does analysing the crises in success or failure depend on your the 1920's and first of all point of view? Who is best to decide Lower ability classing them as success or failure? Discuss in pairs could use a successes and failures and feed back. Using p22-23 The sheet in the and then identifying the World Re-Made pupils can continue filing cabilnet To understand what reasons why they were to work in small groups and The World Re- called 'League the successes and successes or failures. construct a table summarising the Made p22-23, of Nations - Success and How successful failures of the League Pupils should pick out crises and explaining whether they The Modern Success or 20 Failure in the was the League in the 1920's and why the inability to stop Geography were successes or failures. This can World p31, Failure' in a 1920's in the 1920's? these were seen as countries who were be presented to the rest of the class. Modern World quiz. There is successes and powerful, determined In the plenary pupils are asked to History p69-69 an failures aggressors due the see what successes and failures had accompanying League's weakness (link in common and see a broad powerpoint back to prior knolwedge) overview. (This could be displayed presentation and that where the as a see-saw as on p31 of The (see Mr Evans). League were successful Modern World and/or a colour coded they were mediating map). Pupils can then complete the between small, weak work section. countries. What is inflation? Why do prices go Pupils will show up? Class discussion. Show the understanding by 1923 bank notes with an explanation explaining the links The article that by Nov 1923 there were 16 between invasion and could be To understand the billion marks to the pound. What hyperinflation in their finished for effect of the would 500 million marks get you in a The World Re- How was article. Pupils should homework or Reparations reparations on shop? Read through p20-21. made p20-21, Germany also empathise with the alternatively thw 20 and Ruin in Germany and how Teacher exposition is needed to fully selection of empathy affected in the German perspective and ork section on Germany the French invasion explain the cause and hyperinlation era early 1920's? express trong feelings p20-21 could of the Ruhr led to consequences. Pupils complete a banknotes. toward the Allies for their form a hyperinflation newpaper front page from German problems. Appropriate substantial point of view explaining the French selection of images is homework invasion and the consequences in also important to the strongest possible terms. ICT illustrate the article. can be used to produce this. 2005-6 year 10 SOW.xls Author - B. Evans Pupils will show understanding by prioritising the aims of Core and You are Gustav Stresemann who Stresemann and seeing foundation text has just taken over the job of leader how the agreements in books, of Germany. What are your priorities the 1920's achieve these differentiated by in order? Write them down and How did To understand how aims. Many of them do. outcome and share with your partner. Do you European the international Pupils should also see The World Re- the work section agree on any? Pupils read through Improving the politicians agreements of the the potential Made p30-31, on p30-31 could 21 p30-31 of The World Re-Made and Peace improve the 1920's helped build weaknesses in the The Modern be completed The Modern World and construct a peace? Would it and develop the agreements and how World p32-33 for homework. timeline of diplomacy between 1921- work? peace eastern frontier of Good summary 1929 showing the main events. How Germany is not once again at do these agreements fit with your guaranteed, how www.johndclare. aims as German leader? Do they dependent Germany is net/Weimar5.ht achieve what you want? on foreign loans and how m the Kellogg-Briand Pact could be side-stepped. 2005-6 year 10 SOW.xls Author - B. Evans Write a definitions for what you think militarism, extremism and nationalism are. Feed back to reacha definition. These definitions should be written down using the acronym MEN. This will help pupils Pupils will show to remember it. (particularly as MEN To understand and understanding by cause trouble - this will be popular define the key terms defining the key terms. with the female part of the class and see how They will also complete a anyway!). Use p71-74 to illustrate Modern World depression led to mind map showing the Speeches could How far did the this taking care to explain the 'wall History p70-74, Militarism, further problems for effects of MEN and write be completed depression street crash' briefly. Pupils can read powerpoint 'wall Extremism, the League - some a speech showing how for homework business 21 make the work through and complete a mind map street crash' (see Nationalism new, some building leaders used these to and read as a studies of the League with MEN as a starting point and Mr Evans), (M.E.N) on older problems. motivate their people to starter next more difficult? showing the consequences. They Roads to War p4- To explain how far aggression. Pupils will lesson could also write an inflammatory 5 the problems made asses the problems and speech imagining they are the leader the leagues job more address 'how far' the of a country undergoing problems difficult. problems made the work including the MEN points. Plenary: of the league difficult. how far? (linking back to the key question). Some speeches could be read out and the class could check whether they include MEN in them. Pupils could finish them and add to them for homework. 2005-6 year 10 SOW.xls Author - B. Evans Look at Source F (p75 Modern Woirld History). What does the Once again a source mean? Whose side is it on? lower ability ICT How do you know? Pupils attempt a worksheet is card sort where they have the events available at of the Manchuria crisis in an Pupils will show www.johndclare. envelope and they must put them in understanding by net/league_of_n the correct order. Once this is done completing and adding to ations6.htm. To understand the and discussed as a class pupils can a card sort. They will The Modern Core and reasons why the then read through p34-35 The also be able to analyse World p34-35, foundation text Why did the League failed and to Modern World. Pupils must then and evaluate politcal Modern World books. Pupils 22 Manchuria League fail in arrange the events in complete at least two further cards to exam skills cartoons regarding the History p75-77, complete their Manchuria? order to allow fit into their timeline. This can then crisis. Pupils will use Roads to War p6- own political comparisons with be stuck in their books. Analysis of prior knowledge of the 7 cartoon about Abyssinia later Lytton's report must also be done League's weaknesses to the Manchuria using the sources on p77 of Modern reach a conclusion about crisis using the World History. Pupils can also why the League failed. principles attempt to sort consequences into established in long/short term. Sources in past year 10 for exam papers could also be useful to reading them practice answering paper 1 type effectively. questions e.g cartoon 'The Doormat'. (powerpoint available). 2005-6 year 10 SOW.xls Author - B. Evans Exhibit some of the cartoons designed last lesson by blowing them up to A3 size so the class can see them. The pupils must read through p36-37 of he Modern World Pupils will be able to (or p12-13 Roads to War) and identify the reasons for Core and construct a timeline similar to the the invasion of Abyssinia foundation To understand the one for Manchuria. Teacher and the reasons why textbooks. A reasons why the exposition of reasons for the Britain and France lower level The Modern League failed and to invasion (possibly on a spider helped. Pupils will also summary plus World p36-37. Why was the link the events to diagram) and this could be used to draw parallels between links and Roads to War Abyssinian those in Manchuria. scaffold the similarity/difference idea. Manchuria and Abyssinia questions p12-13, Modern 23 Abyssinia Crisis so To understand that The next activity can be done in and see many of the available at Geography World History devastating for this failure was pairs. Then pupils must draw same events occurred www.johndclare. p77-79, the League? devastating to the parallels between the events to see and the same mistakes. net/league_of_n powerpoint League as a result of similarities (excuse, some aims, Pupils will also ations6b.htm. presentation the actions of Britain unwillingness for intervention, understand the the terms Learning Curve and France. bodged attempt to save face, no of the Hoare-Laval Pact could be better compromise from aggressors) and and the reasons for the for higher differences (aims, initial help from horror the public felt at ability. Britain and France). Nice powerpoint it. at www.schoolhistory.co.uk/gcselinks/m odern/betweenwars/LofNRevision.pp t 2005-6 year 10 SOW.xls Author - B. Evans Pupils will be able to identify the reasons for the invasion of Abyssinia To understand the and the reasons why reasons why the Pupils use Britain and France League failed and to www.learningcurve.gov.uk/heroesvill helped. Pupils will also This is more for Why was the show the League as ains/mussolini/default.htm to draw parallels between www.learningcurv the higher ability Abyssinian a villain to a degree. investigate the crisis using primary Manchuria and Abyssinia e.gov.uk/heroesvi although 23 (ICT Lesson) Crisis so To understand that sources and information. This is and see many of the llains/mussolini/d differentiated ICT optional Abyssinia devastating for this failure was scaffolded by key questions and this same events occurred efault.htm, worksheets wil the League? devastating to the could be the framework for a and the same mistakes. worksheets improve League as a result of worksheet to accompany the Pupils will also accessibility the actions of Britain investigation understand the the terms and France. of the Hoare-Laval Pact and the reasons for the horror the public felt at it. Pupils will understand how to answer source based questions on their own and apply the skills built upover the last 3 weeks. Pupils will To use sources identify some bias and critically to make a unreliabality and The sustained judgement incorporate evaluation assessment can Why did the about why the Pupils answer 5 questions on p81 as into their answers to Modern World be done in the 24 Assessment League of League failed fully as possible using prior exam skills differing degrees but History p81 lesson or can Nations fail? answering paper 1 knowledge. more readily than on be set for type questions with their last assessment. homework an exam mark Again pupils will make scheme mistakes inevitably and this needs to be discussed and built on later but they should be building in confidence in their answers. 2005-6 year 10 SOW.xls Author - B. Evans Pupils will go over the work this year - Liberal reforms, Suffragettes, World War One Propaganda, Treaty of Versailles as the exam paper will comprise these subject areas. Mind Pupils will be prepared To arrange notes Modern World Pupils can use maps can be used as revision tools for the exam by knowing What do I need and revision material History, The this time to ask and these can be displayed on the what they have to revise, 25 Revision to revise for the and come up with a Modern World, for and address exam skills classroom walls to jog pupil's how to revise it and to be year 10 exams? revision timetable for various GCSE areas of memories. Various exam papers are ready for the exam the exam exam papers weakness in the history office filing cabinet for procedure. revision. Exam technique should also be gone through (time management, marks available, source work). Odd one out - using prior knowledge Pupils will demostrate on MEN write down how Hitler used To understand how understanding by oral this in his challenge to control Germany was and written answers What were the Germany (one point each for Findings could affected by the peace dealing with what the long-term militarism, extremism and Modern World be diplayed as a Consequences treaties and how goals of Hitler and consequences nationalism). Feed back to class to History p82-3, powerpoint by 27 of Versailles Stresemann and Stresemann were and of the peace see the range and similarities. This The Modern the more able 1919-23. Hitler had similar how they would go about treaties of 1919- could be displayed in a table to show World p38-39 pupils ofr show goals but different achieving them (one to 23? how similar they were overall. Work next lesson ways of achieving use peaceful methods, through p82-83 of Modern World them the other force if History using the cartoon and an negotiation failed). introduction of appeasement. 2005-6 year 10 SOW.xls Author - B. Evans As ever a great summary plus questions are at www.johndclare. Us appeasement powerpoint to ask net/RoadtoWWI pupils (working in pairs) what they Pupils will understand I4.htm. More think the two cartoon are saying. the reasons for and suited to lower How are they different? This will against appeasement ability. Again for To understand what Modern World introduce the two points of view of and evaluate the the lower ability appeasment is and History p90-91, appeasement. Use sheets in filing reasoning to reach their the sheets Why did the the range of reasons powerpoint, The cabinet to sort reasons for own conclusion. Pupils could also be Paired work, 27 Appeasement Allies Appease why we appeased Modern World appeasement and decide on their must show empathy with cut up to form a German Hitler? Hitler and empathise p42, merits (a map will be needed to the thinking of the time card sort and with Chamberlain's appeasement demonstrate the proximity of Russia and see that public could be stuck choice of action sheets and Germany). This can then be opinion gave into books in developed using p90-91 of Modern Chamberlain little the correct World History with more in depth choice. categories. explanations. Homework - find out the english for lebensraum, anschluss and untermenschen. 2005-6 year 10 SOW.xls Author - B. Evans Roads to War can be used as Using 'no hands' go round the class Pupils will demonstrate homework and ask each one for a definition of understanding by sheets or can the three words set for homework. selecting and deploying provide the Pupils read through p84-5 Modern important information basis for more World History and summarise the 6 To understand the and displaying it in a in-depth work. A actions of Hitler up to 1938 and show ways Hitler took apart step diagram. Pupils will Modern World much more in- How did Hitler them as a step diagram. This Breaking the the Treaty using also see Hitler's ractic of History p84-5, depth study of destroy the exercise can also be done with p48-9 28 Treaty of diplomacy and pushing the limit and The Modern the invasion of German Treaty of of Nazi Germany (for higher ability Versailles threats of force and seeing what happened. It World p38, the Rhineland Versailles? pupils). This gives the pupils the idea how others reacted to is important for the Roads to War p suitable for that Hitler is pushing the limits of this pupils to see that Hitler higher ability is what he can get away with and had no grand plan. This at 'stepping up' the threat. This is then is important later when www.learningcu fed back to the class. Source F assessing the rise of rve.gov.uk/snap should also be analysed and the Hitler. shots/snapshot questions answered. 30/snapshot30. htm. Look at the map of Europe (with Austria labelled). Can you think of Pupils will demonstrate Core and any reasons why Hitler might want understanding by making foundation to take over Austria? (Clue: think their own timeline of books. The back to the Treaty of Versailles). events leading to work section To understand the Roads to war p 22-23. (You can also Anschluss with the Modern World can be used as Why did Hitler reasons for Hitlers use p85-6 of Modern World History). pupils prioritising events History p85-86, a homework 28 Anschluss bother to invade invasion and the Use the information to generate a and choosing where the Geography Roads to War task as could Austria? process he used to timeline on events building up to line starts. Pupils will p22-23 the achieve his goals Anschluss (it is their decision where also appreciate how interpretation of to start) but make the timeline important Austria was to source G p86 in stepped. This reinforces that way hitler and be able to Modern World that Hitler took over Austria in steps explain this orally and in History. and small acts at a time. Complete written form. the work section. 2005-6 year 10 SOW.xls Author - B. Evans Look at source G (p86 Modern World History). What does the source mean? Whose side is it on? How do you know? Why is Mussolini in it? Show the video 'Steps to War' which summarises what the pupils Pupils will demonstrate Core and have done and poses the question understanding by foundation why did the Czechs not fight back? Modern World selecting and deploying books. To understand how This sets the scene and using p87 History p88-9, information and Differentiated the policy of Modern World History explains the The Modern displaying it as a timeline worksheets. appeasement was facts. Pupils then complete a map to World p41-43, Why was the and a map. Pupils will Lower ability Czechoslovaki applied. To see how show the land taken by Hitler since Roads to War p?, 29 Sudeten crisis also reach a could use empathy a devastating the he took power (a handy map is on photocopied so significant? substantiated conclusion www.johndclare. settlement was to p39 The Modern World). Pupils then sheets, using primary sources net/RoadtoWWI Czechoslovakia and look at the range of opinions of worksheets, about why the I3.htm. Higher to world peace. people after the Munich conference powerpoint agreement was reached ability could (p88-89 Modern World History). presentation and how people saw it at look at Pupils can also complete a timeline the time Spartacus. of events using an information sheet available in the filing cabinet reinforcing the idea that some people were very optimistic about the settlement (again p42-43 gives the same balanced view using sources). 2005-6 year 10 SOW.xls Author - B. Evans Show the pupils the nazi-soviet pact powerpoint with the David Low cartoon 'rendezcous'. In pairs pupils must state its meaning. Other cartoons in the powerpoint support Pupils will show Core and the definitions. Pupils can work understanding by using Modern World foundations through p92-94 and identify the political cartoons to History p92-4. textbooks. To understand why pluses on each side for the pact. gauge contemporary Why did the The Modern Peace and War the allies were so Pupils then must give them a rank of opinion and explaining Nazi-Soviet Nazis sign the World p45-6. better for lower exam skills, 30 surprised by the deal 1-10 in importance. This is this orally and in written Pact pact with the Peace and War ability. empathy and what implications discussed as a class. Plenary: Why form. Pupils will also USSR? p138-139, Nazi www.johndclare. it had for the future. was the deal signed and why was it analyse the reasons for Germany p50-51, net/RoadtoWWI important? For lower ability Peace the pact and rank the powerpoint I8.htm for ICT and War p138-139 is better with less reasons in order to tasks. information, good cartoons and promote discussion. questions. Timeline could also be generated to add the last one (up the sudeten crisis) using Nazi Germany p50-51 + a handy alliance map. Pupils will understand how to answer source based questions on their own and apply the skills built upover the last 3 weeks. Pupils will identify some bias and Pupils complete the paper 1 type Differentiated by unreliabality and To use source skills assessment in lesson under exam outcome. The incorporate evaluation Why did peace prior knowledge of conditions. Pupils are directed to use work can be into their answers to Modern World 30 Assessment collapse in course content to their source skills to answer the completed for exam skills differing degrees but History p96 1939? answer exam questions and look at the marks homework if not more readily than on questions available to make a judgement on completed in their last assessment. the length of the answer. the lesson. Again pupils will make mistakes inevitably and this needs to be discussed and built on later but they should be building in confidence in their answers. 2005-6 year 10 SOW.xls Author - B. Evans Using the 'USA boom' starter pupils comment on how many times a week they use the items. Could they live without them? This gets them thinking about their importance and how in the 1920's only a few could Core and afford them at first. Pupils look at foundation p136-7 of Modern World history and textbooks. Nice make notes on the 6 reasons for Pupils will identify and summary on boom. Higher ability can summarise summarise the factors www.bbc.co.uk/ To understand the themselves and feed it back to the for the boom. Pupils will schools/gcsebit Modern World How far did the factors that led to class. Pupils then look at a also take these esize/history/us work related History p139- American aconomic boom. To powerpoint concerning Henry Ford principles to the a/5the1920srev learning, 31 Boom 141, powerpoint, economy boom see how this is showing how one advance led to manufacturing industry. 2.shtml. Pupils business The Modern in the 1920's? illustrated by Henry another and prosperity in one area Pupils will also begin to can start getting studies World pp50-56 Ford. had a knock on effect. Pupils then assess how far the pictures and take this 'prosperity cycle' and apply changes represented a resources it to one of the inventions in the boom. together for starter (not the car). Pupils continue their project to look at why other industries did over the next 2 not boom and why not everyone lessons. benfitted p139-141. Pupils must then assess 'how far' the economy boomed. This can be done orally and should be written down in paragraphs. Pupils must work in groups of 5 or so websites include - To understand the to produce a wall display showing www.lawlessdeca changes that the the different aspects and important Pupils will select and de.net/index- USA went through in changes in the USA in the 1920's. deploy relevant 2.htm, Pupils work in the 1920's in areas They must make it easy to information about the schoolhistory.co. mixed ability What were the such as music, understand for someone who knows 1920's and use uk. Modern groups and can Roaring Group 32 'Roaring entertainment, nothing about the subject and they independent research as World History be given roles Twenties Work, art Twenties'? politics, crime, sport, may use ICT to research and a group to answer the p142-152, The to help women and to see retrieve pictures although they key questions and Modern World differentiation how much we owe cannot simply print out text and stick display this answer as a p49-59 and and inclusion. today to these it on. They must cover all the key wall display. various one off changes. areas. This can be scaffolded for the volumes in the lower ability. history office. 2005-6 year 10 SOW.xls Author - B. Evans Pupils write down as many effects of alcohol as they can in 5 mins. This is fed back to the class. This will reflect the class's view of alcohol Pupils demonstrate (usually bad) and introduce ideas understanding by using why it was banned. Using p149 own knowledge to Core and Modern World History reasons are generate spider diagram foundation written down in a spider diagram. which is added to by Modern World textbooks. Pupils then look at their reasons and information selected and History p149- Pupils are given To understand why see if they fit in with these reasons. deployed from the 151, The Modern the coursework prohibition was Discuss cartoon (source I) and textbook and the video. World p59-60 to do in their Was the failure introduced and also interpret it as it is in the coursework This gives the pupils a 'History's own time. exam skills, 33 Prohibition of prohibition why it proved so hard (do the same with table at bottom of grounding in the facts Greatest Various citizenship inevitable? to enforce and why it p150 as this is also in the before they embark on Blunders' video websites such ultimately failed. coursework). Watch video 'History's the coursework. Pupils (30 mins), as spartacus greatest blunders - prohibition' (30 will also show coursework and mins). Pupils must try to identify as understanding of the sheets schoolhistory, many reasons as they can from the coursework by asking learnhistory are video to add to their spider diagram. questions based on the also useful. Pupils are then introduced to the guidelines for completion coursework. The guidelines are of the work. explained in detail and the deadline is given (the week before the summer break). 2005-6 year 10 SOW.xls Author - B. Evans Q+A - How much does a house cost? £100,000. If you buy that Pupils will demonstrate house where do you get the money understanding by orally from? If the house goes up in value Core and drawing similarities to To understand why you are ok but what if it goes down foundation the housing market the stock market was in value because no-one wants to textbooks. today and using the so popular at the buy houses. What do you do? Do Pupils could information in the time and why it you sell or do you hold on hoping it generate a song textbooks and their prior Modern World Why did the ultimatley crashed. will recover its value? This is the or poem similar work to generate a cycle History p153- Wall Street crash happen Also to understand same if yo buy shares in a company. to the example Business 34 of depression to show 154, The Modern Crash and what was how it hit ordinary Read through p153-154 Modern in The Modern studies how the effects led to a World p59-62, its effects? people and look at its World History and it is summarised World p62 chain reaction that powerpoint. wider effects linked nicely in a powerpoint at (source B) affected everyone to into Hitler's foreign www.schoolhistory.co.uk/gcselinks/in demonstrating some degree. Some policy discussed depth/usa19191941/resources/Boom the effect on a pupils will also make earlier in the year andBust2.ppt. Pupils have already victim of the judgements about the designed a cycle of prosperity to crash. possible effects abroad show the mechanism of the boom in UK and Germany. they can now generate a cycle of depression to illustrate the bust.
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