Copy this paragraph out into your books.
Can you guess the missing words?
 --------- is a political and economic system. ----------
believe that everyone should have the same
opportunities. There are no rich or poor people in -------- countries.
Communism, communists, communist
Aims: 1. to understand the key ideology and give
principles of communism.
2. To be able to give examples of a communist way of
living.
Questions to write in books
Questions
1. Why are people in Libya fighting
for the right to vote?
2. Why are you at school when 60
years ago you’d be sent off to
work?
3. Why do many married women
work when 40 years ago they
wouldn’t have?
4. Whatever happened to the
cavalry brigade?
5. Why does Ashley Cole play for
England?
6. What will the Olympics leave
behind?
Ideas
Source 1: Human Rights In Libya
From Wikipedia
 From 1969 to 2011, the history of Libya was marked by the Libyan Arab
Jamahiriya (where Jamahiriya means "state of the masses"), a so-called
"direct democracy" political system established by Muammar
Gaddafi, who nominally stepped down from power in 1977, but
remained an unofficial "Brother Leader" until 2011. Under the
Jamahiriya, the country's literacy rate rose to 90%, and welfare systems
were introduced that allowed access to free education, free healthcare,
and financial assistance for housing. In 2008, the General People's
Congress has declared the Great Green Charter of Human Rights of the
Jamahiriyan Era. The Great Manmade River was also built to allow free
access to fresh water across large parts of the country. In addition,
illiteracy and homelessness had been "almost wiped out," and financial
support was provided for university scholarships and employment
programs, while the nation as a whole remained debt-free. As a result,
Libya's Human Development Index in 2010 was the highest
in Africa and greater than that of Saudi Arabia.
Source 2: Factories during industrial
times.
From WikiAnswers.
 When families all lived on the farm, everyone helped with
the farm work. When people moved to the city, every
person in the family did what they could to add to the
family income.
Children worked in factories because the machines were
powered by water wheels and if something on the machine
broke they would not just stop all the machines for that
one machine to be fixed. Because of this they needed
people with small hands to reach in and fix the machines
so the employers usually only hired women and children
because men often had larger hands. Also children could
be manipulated into accepting low wages. ( They would
work for pennies a day).
Source 3: The women who choose
not to be mothers
From BBC News
 We've come a long way, baby. Until a few decades ago, it was widely assumed
that a woman would marry and, soon after, the stork would arrive with a special
delivery.
 Today, there are many more choices - or more openness. To have a baby out of
wedlock. To have a baby without a father. To have a baby and return to work. To
have a baby and give up work. To have fertility treatment, and then a baby (or
not).
 But what about not becoming a mother at all? Studies in the UK, Europe and
the United States show this is now the choice of significant numbers of women.
 Once this was considered insane or unnatural. Even today, it is viewed with
suspicion - women with no desire to procreate say they sometimes face
awkward questions and disapproval.
 "A woman at work was recently quite shocked by my saying I didn't want
children. She said: 'You're a woman, you were born with a womb, God gave a
womb so we could procreate'," Jenny Woolfson, aged 25, told BBC Radio 4's
Woman's Hour.
Source 4: Charge of the Light Brigade
From Wikipedia
 The brigade was not completely destroyed, but did suffer terribly, with 118 men killed, 127
wounded and about 60 taken prisoner. After regrouping, only 195 men were still with
horses. The futility of the action and its reckless bravery prompted the French Marshal
Pierre Bosquet to state "C'est magnifique, mais ce n'est pas la guerre." ("It is magnificent,
but it is not war.") He continued, in a rarely quoted phrase: "C'est de la folie" — "it is
madness." The Russian commanders are said to have initially believed that the British
soldiers must have been drunk Somerset Calthorpe, ADC to Lord Raglan, wrote a letter to
a friend three days after the charge. He detailed casualty numbers, but he did not make
distinction between those killed and those taken prisoner:
 "Killed and missing.
Wounded.
 9
Officers 12
 14
Sergeants [ sic ]
9
 4
Trumpeters
3
 129
Rank and file
98
 156
Total
122
 278 casualties;
 — besides 335 horses killed in action, or obliged afterwards to be destroyed from wounds.
It has since been ascertained that the Russians made a good many prisoners; the exact
number is not yet known."
Source 5: Ashley Cole
From Chelsea FC

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





Name: Ashley Cole
Nationality:
English
Date of Birth:
20/12/1980
Height: 5' 9" (176cm)
Weight: 10st 6lbs (66.0kg)
Previous
Clubs: Crystal Palace (loan), Arsenal
Position: Defender


Chelsea career
Now in his sixth season at the club, Ashley Cole was a 2006 summer deadline day signing from Arsenal, to whom we
paid £5 million plus William Gallas, and he made his debut against Werder Bremen in September that year.
A fabulous athlete who loves to go forward, he admitted at that season's end that Blues fans had yet to see him at his
very best, a series of injures having hindered the settling process. Competition with Wayne Bridge for the left-back slot
had ended with a roughly even share of games.
An ankle operation in the summer cleared the way for an uninhibited start to the 2007/08 campaign and with Bridge
injured, Ashley got off to a flyer and enjoy the lion's share of matches that season, particularly for the big encounters.



His first Chelsea goal was lashed in away at West Ham in March 2008, and after surviving an injury scare in training on
the eve of the Champions League Final, he recovered to put in one of the best displays on the night, including a
successful shoot-out penalty.
Source 6: What Will Be The Legacy of
the London 2012?
The Guardian
 London was supposed to be the Games that would touch the parts other Olympics
couldn't reach. Lord Coe's electrifying speech in Singapore that secured the Games set
the tone – this would be an Olympics that would deliver not only a fantastic sporting
spectacle but leave behind a legacy for east London, the UK and the world.
 It vowed to inspire a generation through sport, regenerate the poorest part of the capital,
get the entire country off their sofas and into the pool or the gym and leave behind a
framework for elite sport that would ensure we never again plumbed the depths of
Atlanta or Athens. World peace wasn't on the list but it might as well have been.
 Added to that since have been all sorts of other legacy goals around shifting perceptions
of disability, cultural aims and sustainability. Some have been well realised, others less so.
 Such was the need to sell the £9.3bn public investment to taxpayers that they were
promised the moon on a stick. The dreaded "L-word" has become such a cliché that
organisers and ministers turn verbal somersaults to try and avoid using it. To this
observer, the physical legacy rising out of the earth in Stratford can't help but impress –
in bricks and mortar terms at least. Leaving aside for now the issues surrounding
regeneration (ably outlined by Dave Hill here) the so-called sporting legacy can be
broadly divided into what it means for elite sport, the venues and for mass participation.
The communist society…
Bosses own the factories. They want to make a big profit so…
They pay workers low wages, who then have very low money, so…
Eventually the workers will seize power themselves, and…
The workers will then share all the wealth out fairly so…
In a communist society, everyone will have enough.
 The best idea is that women are equal to men because
women are just as good as each other and they truly
deserve to be treated the same.
 The worst idea is that rich people have all their money
taken away because rich people especially have had to
work extremely hard for their money and its not fair
that it should be taken away.
A Christian priest
A Christian priest might be scared of
communism because they have to be
loyal to God and the pope. In a
communist society; there is no
religion.
Owner of a newspaper
The owner of a newspaper
might be scared of
communism happening in
Britain because they might
get closed down and lose all
their money.
History teacher
A history teacher might be
scared of communism
because they would have to
have the same teaching style
and teach the same thing as
everyone else.
Explain your answer.
Remember…
History NC Levels

Level 6

Pupils show their knowledge and understanding of local, national and international history by beginning to analyse the nature
and extent of diversity, change and continuity within and across different periods. They begin to explain relationships between
causes. They begin to explain how and why different interpretations of the past have arisen or been constructed. They explore
criteria for making judgements about the historical significance of events, people and changes. They investigate historical
problems and issues, asking and beginning to refine their own questions. They evaluate sources to establish relevant evidence for
particular enquiries. They select, organise and deploy relevant information and make appropriate use of historical terminology to
produce structured work.

Level 7
Pupils show their knowledge and understanding of local, national and international history by analysing historical change and
continuity, diversity and causation. They explain how and why different interpretations of the past have arisen or been
constructed. They begin to explain how the significance of events, people and changes has varied according to different
perspectives. They investigate historical problems and issues, asking and refining their own questions and beginning to reflect on
he process undertaken. When establishing the evidence for a particular enquiry, pupils consider critically issues surrounding the
origin, nature and purpose of sources. They select, organise and use relevant information and make appropriate use of historical
terminology to produce well-structured work.


Level 8
Pupils show their knowledge and understanding of local, national and international history, constructing substantiated analyses
about historical change and continuity, diversity and causation. They analyse and explain a range of historical interpretations and
different judgements about historical significance. They suggest lines of enquiry into historical problems and issues, refining their
methods of investigation. They evaluate critically a range of sources and reach substantiated conclusions independently. They use
historical terminology confidently, reflecting on the way in which terms can change meaning according to context. They produce
precise and coherent work.


Exceptional performance
Pupils show a confident and extensive knowledge and understanding of local, national and international history. They use this to
frame and pursue enquiries about historical change and continuity, diversity and causation, constructing well-substantiated,
analytic arguments within a wide frame of historical reference. They analyse links between events and developments that took
place in different countries and in different periods. When exploring historical interpretations and judgements about significance,
pupils construct convincing and substantiated arguments and evaluations based on their understanding of the historical context.
They evaluate critically a wide range of sources, reaching substantiated conclusions independently. They use historical
terminology confidently, reflectively and critically. They consistently produce precise and coherent narratives, descriptions and
explanations.