Lesson 2 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on who Bess of Hardwick was and why she was able to build Hardwick Hall. The lesson begins with an image starter, asking students to explore how people like Bess could build manor houses. Students then explore Bess from a video, moving on to the creation of a timeline of her life. From this students create a spider diagram showing how Bess was an effective businesswoman, then explaining how Bess was able to redevelop Hardwick. Finally students assess how far Bess was a typical member of the Elizabethan Gentry.

This lesson focuses on the anti-war movement and how demands for peace escalated. The lesson starts with a picture starter, leading to a discussion over why opposition to the war increased after 1965. Students then complete a chart examining the different factors causing the growth in the anti-war movement, reaching a judgement. Two songs and their lyrics are then analysed to explore the role that songs played in influencing youth culture. Students then explore which anti-war slogans would have been the most effective at protests, leading a plenary vote on the most significant reason that impacted on the anti-war movement.

This lesson explores the events of the Tet Offensive and why it could be seen as a turning point in the Vietnam War. The lesson begins with a recap on why the US had been unsuccessful in the Vietnam War so far, leading to an introduction to Tet using two videos and students making notes on the events/impact. Students then use the hand out to examine Tet, highlighting Communist/US gains, leading to a completion of a table comparing how it was a Communist/US victory. Students then explore why it could be seen a turning point in the war, leading to a corners plenary.

This lesson explores how both Eisenhower and Kennedy increased US intervention in Vietnam and their similarities/differences. The lesson begins with exploration of existing knowledge of Eisenhower, using a video to make notes, with the same task utilised for Kennedy. Students then use the handout to create a table showing similarities and differences of their policies, leading to a detailed focus on the Strategic Hamlet Programme. Students then list any successes and failures so far for the US in Vietnam, finally assessing how far they agree that the Strategic Hamlet Programme was ultimately a failure for the US.

A model answer for the 2021 historic environment site Kenilworth Castle. The answer focuses on the purpose for the redevelopment and rebuilding of Kenilworth Castle with the stem of the question focusing on marriage, with other factors analysed including legacy, new fashions and trends and royal progresses.

This lesson explores how the US responded to VC tactics. The lesson starts with a rapid recap to review prior content, leading to a whiteboard discussion of why the US faced issues based on their young, inexperienced soldiers. Students then use the hand out to complete the chart exploring the strengths and weaknesses of various US tactics. The lesson then culminates in students exploring how the US/VC caused the various issues for the American troops.

This lesson explores the US withdrawal and eventual fall of Saigon in 1975. The lesson begins with a discussion task on what all sides would want to achieve from the peace settlement, leading to a video and handout summarising the key points agreed. Students then assess who gained the most from the agreement, justifying their choice. Students then use a video to examine how Saigon fell, leading to the creation of a spider diagram and justification of the most significant factors. Finally, students explore interpretations of the fall of Saigon, reaching a judgement on the one they most agree with.

This lesson explores the role of the Domino Theory in causing the US intervention in the Vietnam War. The lesson begins with a retrieval starter, moving on to a video which introduces the fears of the Domino Theory. Students then use an information sheet to synthesise the Domino Theory using only 20 words and imagery. Knowledge is then applied to a 4-mark source question mirroring the exam paper, which can be written up in class and peer/self-assessed. Finally, a judgement plenary explores what Eisenhower was the most worried about in relation to the Domino Theory.

This lesson explores why the Korean War was significant in the short and long term. A bingo plenary allows a recap of the key knowledge of the topic, moving into a video asking students to consider how the government would view the war in contrast to the US public. Students then use the handout to complete the Venn diagram, assessing the impact of the war in terms of human cost, the cold war and weapons build up. A post-it note plenary allows an assessment of what students consider the most signifcant impact of the war.

L4 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores what was the impact of Drake’s circumnavigation. The lesson begins with a trio retrieval starter, leading to a ‘rapid recap’ of the benefits and dangers for Drake and his crew on the journey. Students then complete a carousel activity exploring the various impacts of the circumnavigation including improvement in Drake’s social status and geographical understanding. Students then work in groups to analyse the strengths and weaknesses of the various impacts, leading to a judgement on what they think is the most significant impact of the circumnavigation.

Lesson 24 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on Raleigh’s attempts and plans to colonise Virginia. The lesson starts with a review of what students already know/can remember about Walter Raleigh, leading to a video which introduces his attempts to colonise Virginia. Students then explore the factors which influenced investment in this project, explaining how each would influence support for Raleigh’s project, moving to a strengths and weaknesses table exploring Raleigh’s plan. Students then assess how strong the plan was, building to exploring the significance in the following lesson.

This lesson explores how the war ended in a stalemate and what factors led to peace. The lesson begins with a recap of the causes, events and ending of the war using a video. Students then explore the factors that led to the war becoming a stalemate. Students then watch a brief video outlining the peace treaty, whilst considering WHY a peace treaty occured in 1953. Students then explore the different factors that led to the treaty, alongside the four main agreements made. As a plenary, students begin to consider which nation gained the most from the Korean War.

L3 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores the key chronological events of the circumnavigation and the benefits and dangers faced across the voyage. The lesson begins with a recap of the motivating factors in undertaking such a voyage, leading to a video exploring the circumnavigation and the events, benefits and dangers. Students complete the notes table as they watch. Students then annotate their A3 map, using the hand out to detail what happened at each stage - optional colour-coding re. benefits and negatives at this stage - building a chornological picture of the voyage. Using their map and the hand out students then create a table showing the benefits and dangers of this voyage. Finally, students then assess HOW successful they think the circumnavigation was considering their learning so far.

L2 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson begins with a recap of knowledge about Francis Drake, leading into a video that introduces John Hawkins’ role in the slave trade. Students then explore how Hawkins’ role in influencing Drake in undertaking future voyages. The main activity focuses on exploring the 6 main motivating factors for Drake in undertaking his 1577 voyage, with students assessing the strengths and weaknesses of each, leading to a judgement on the main factors that influenced Drake. The plenary sets up the following lesson with students considering the benefits and dangers to sailors in undertaking such a lengthy voyage.

Revision resource focusing on how to answer the 16 mark ‘Hardwick Hall’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answer. The key changes demonstrated by Hardwick are also included.

Lesson 22 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the increase in exploration in Elizabethan England. The lesson begins with an image starter, asking students to guess why exploration was significant, leading to a video which introduces the benefits of exploration for Elizabethan England. Students then explain the significance of each factor in encouraging exploration, leading to a judgement on the most significant factor. This information is then used in a self/peer-assessed describe question. Finally, students assess the benefits of exploration, finishing the lesson with a recap plenary.

Lesson 23 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for and significance of Drake’s circumnavigation of the Globe. The lesson starts with a review of existing knowledge of Drake, leading to a video which introduces the slave trade as reason for exploration. Students then use the information to explain what Drake’s motivations were, exploring the relative significance of these. Students then complete a carousel activity exploring the differing impacts of Drake’s circumnavigation, leading to a group discussion of which was the most significant. The lesson culminates in a post-it note plenary exploring which result each student feels was the most significant.

L5 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson assesses how great an achievement Drake’s circumnavigation was. The lesson begins by using the images to recap the previous lesson - the results of the circumnavigation. Students then explore the benefits and negatives/limitations of the voyage for those stakeholders involved (e.g. Drake, his backers, his crew etc). Students then use this sheet, and the previous lesson to explore ONE of two questions assessing the achievements and successes of the voyages. In groups students plan a question and then feedback, completing the question planning grid. Students then choose one question to answer (linked to AQA updated scheme 2024). The lesson culminates in a judgement line plenary assessing how successful students consider Drake’s voyage to have been.

Lesson reviewing key content and linked to exam skills for Hardwick Hall. Recap starter on Hardwick, use of diagram to define how Hardwick is a "typical" manor house, card sort matching key features to key changes (e.g. rise of the Gentry), use of the cards to create PEE points linked to the 16 mark essay question, model paragraphs linked in to show use of PEEEE skills, post-it plenary writing criteria to the 16 mark essay question.

Lesson 20 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on why poverty increased in the Elizabethan period. The lesson begins with an inference starter, leading to a video introducing poverty in Elizabethan England. Students then use the handout to create a mind map showing the different reasons why poverty increased, leading to an explanation of the most significant factor. Students then make links to how the Gentry/nobility would view poverty and finishing with a review of the most significant cause of poverty in this period.