Students are given a short answer to this question that appeared as an answer on the Student Room website. It was not worth 9 marks. Students have to work out why not and then improve it. To help structure their work the first activity offers students a range of clues to encourage them to make deductions. Following feedback on this range of ideas, students are then told that historians often explain the invasion in terms of long-, medium-,short-term, and trigger causes. To help them to think in this way, they are given 12 ‘explanation builder’ cards to organise using a template before improving and then peer assessing the Student Room answer.
- Students make deductions about Mussolini’s motivation from visual and short written clues
- Students classify causes of the invasion of Abyssinia into long-, medium-, and short-term causes
- Students evaluate and improve a given answer and are then able to peer assess
Introduce students to the perplexing question on slide 1, then, using slide 2, remind them of Mussolini’s apparent intentions in the 1920s.
Then show students what one answer, presented on the Student Room website and claiming to be worth 9 marks, looks like.