AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to judge how far Jewish people assimilated themselves into German society. Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929. The plenary is a flash card activity where the students link people and events to themes throughout the lesson. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic. Students begin the lesson with some differentiated questioning on the reasons for the collapse of the coalition and its immediate impact on Government as well as analysing the opposition to the Young Plan and the effects on law and order. They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies. The plenary Is an odd one out activity to consolidate the learning from the lesson. Some exam practice can be completed at the end, with help and structure given to answer the question if needed. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the short and long term impact of the Night of the Long Knives for Hitler and the Nazis Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’ They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power. Students have to decide through a number of choices as to why the SA were a growing threat to Hitler There is a colour coding task to complete on the events of the 30th June together with its aftermath. Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help given if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it A headline plenary will aid the consolidation of learning from the lesson. There is some source exam practice to complete if required, with help given together with a generic markscheme. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the radicalisation of Nazi policies towards Jewish people in the years 1940-41. The scene is set with the outbreak of war, the invasion of the Soviet Union and further restrictions placed on Jewish people in Germany. Students follow a flow diagram of events with questions posed throughout. There is also a case study of the Warsaw Ghetto and its uprising. They are then introduced to the Einsatzgruppen, what their key aims were and the possible actions they carried out in a true or false quiz. Further information, including whether the group were ‘ordinary men’ or ‘willing executioners’ is examined before students complete a quiz to check their understanding and consolidate their learning. There is some exam practice to be completed at the end, with a focused markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess the significance of migration and its influence today. Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required. There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them. There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios. There is some extended writing to complete as well as links to video and images to consolidate understanding. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess how influential the first settler were to Britain. Students are given the context as to why Britain was a good place to settle before deciding which tools unearthed were used for what. The main task is to assess what different tribes brought with them and their legacy today. There is a differentiated extended writing tasks and video links to accompany the lesson. The plenary is a family fortunes quiz which students have to decide the most common answers given from a survey of 100 people. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess which individuals from the Caribbean had the greatest impact on British society before the Windrush generation. This lesson is therefore the first part out of two focusing on Caribbean migration to Britain. I have selected four individuals to discuss, address, highlight and evaluate: Mary Seacole, Mary Prince, Harold Moody and Walter Tull. Each character is assessed using information given on their contribution to Britain, from autobiographies to sport, to medicine and changes in the law. Ultimately using some select criteria, students have to make a judgement on who had the biggest impact upon Britain at the time. There are video links, source analysis as well as literacy and extended writing tasks on each person. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

The Middle Ages The aim of this lesson is to decide what happened to the Princes in the Tower. The lesson begins with some context of the Wars of the Roses and who was next in line to the throne after King Edward IV. Students are required to solve the mystery of the disappearance of the two Princes (Edward & Richard) and are introduced to the main suspects in this murder-mystery investigation. As they examine a range of sources, they will begin to piece together an idea of what happened to them. They will then be required to complete an extended writing task with key words and help if required. This lesson is ideal for sparking curiosity about historical mysteries and encouraging independent thinking. It also includes recently discovered new evidence by Professor Tim Thornton, which sheds new light on the investigation. This lesson includes: Fun, engaging and challenging tasks Storytelling, critical thinking and source analysis A family fortunes style plenary Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

The Industrial Revolution The aim of this lesson is to assess how close to revolution England became as a result of the actions of the Luddites in Northern England and the Rebecca Riots in Wales. This lesson is therefore split into two. Firstly students are given context of the heightened tensions and the fears of the Government with events abroad. To piece together the story of the Luddites, they are required to analyse two sources and use video evidence, before they decide how much of a threat the Luddites were to the authorities. They will than have to judge and explain their reasoning using some statements given. The second part of the lesson will make a comparison with the Rebecca Riots in Wales. Students will learn about the events and seriousness of the riots through a multiple choice quiz, with points awarded for the correct answers, to make it competitive. They will then have to decide which actions of both proved the most serious and hence which posed more of a threat to the authorities. This can be seen in the aftermath and how they dealt with those involved. There are a number of literacy activities to complete including definitions, finding the missing words and unscrambling key words in the plenary. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

Migration Nation The aim of this lesson is to evaluate the causes and consequences of Jewish migration to Britain and its significance today. As this study focuses on Jewish migration from the Middle Ages to today, I have included a timeline for each topic studied. This lesson may be delivered over two sessions. Students learn about the causes of anti-Semitism and persecution as well as judging how accepting Britons were when Jewish people were welcomed back into Britain in 1885 after having been expelled under King Edward I. There is a focus on Oswald Moseley’s fascists and the Battle of Cable Street, as students question why anti-Semitism and prejudice declined following the events in the East End of London. Students also analyse and are able to discuss the humanitarianism shown through the Kindertransport and the actions of Sir Nicholas Winton who was made famous on an episode of ‘That’s Life’ which has been included The plenary multiple-choice quiz at the end will help to consolidate the learning from the lesson There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to evaluate the causes and consequences of Irish migration to Britain and its significance today. The lesson is split into three sections: the consequences of the Irish famine, the impact of Irish navvies to the Industrial Revolution in Britain and Irish culture and significance in Britain today. Students are given the context to Irish migration to Britain before they analyse the causes of consequences of the Irish famine. They can complete part of a GCSE style question if required. They are then given information on the part played by Irish navvies in the Industrial Revolution and prioritise there impact. Finally they study Irish culture in Britain today and evaluate how it has impacted upon Britain today through an extended writing task. They is help given with structure here if required. There are video links to the lesson and an odd one out activity at the end to consolidate the learning of the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

The aim of this lesson is to evaluate why the Titanic sank and ultimately who was to blame for the disaster. The lesson therefore focuses on the errors made, not just by the Captain, but on the owners and the design of the ship, as well as some sensationalist reports of it being unsinkable in the media. Students begin by showing their knowledge of the sinking as well as explaining why there is still such a fascination about studying this topic, from exhibitions to books and films. They are given the context to its maiden voyage as well as some misconceptions about the ship which the students have to decipher. There are some sources to analyse and infer from, before students are given a number of facts of where the responsibility may lie for the sinking. They will use this information to make a judgement and decide in their opinion who was to blame. There are some excellent video links to use, including a survivor’s testimony. A final find and fix plenary will also centre around other misconceptions about the Titanic which they have to pick out and correct. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included, such as a rating grid of responsibility for the disaster.

Middle Ages This lesson is the sequel to the murder of Thomas Becket (Part 1). The students have to question if Henry II was really sorry for the murder of Becket or whether he used his public apology merely as a publicity stunt. The lesson begins by asking them how horse hair, a whip, bare feet and a shrine are connected to the lesson. As the story unravels, they learn what Henry II did as a penitence for the murder, and how he attempted to atone for his actions. They plot this on a graph which allows them to analyse and evaluate his real motives. They continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

The Industrial Revolution This lesson aims to analyse the changing population demographic and the reasons why these changes were happening at the time. The lesson begins with a high tempo start, revealing what’s behind the boxes and follows onto a true or false quiz using a clue mat. Each student is also given a character card and they analyse how their person impacts upon the population changes happening. They have to explain these changes using various learning tasks, including an extended writing piece with help given if required Finally students have evaluate the various reactions people would have felt at the time and justify their decisions. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The Industrial Revolution The aim of this lesson is for students to analyse the changes that were happening in the Industrial Revolution and then to question if these changes made peoples’ lives better or worse. (Thus focusing on the historical skills of change and continuity and cause and consequence) The students are given a picture as they walk into the room which describes an invention that has been introduced during the Industrial Revolution. They then organise themselves into chronological order before discussing who it affected, why it would affect them and how it could transform the lives of people. They also have to decide in a Britain’s Got Talent Quiz which invention is the most important and would win the Golden Buzzer. Furthermore they analyse further changes which occurred, how they link together and for extra challenge decide how many of the changes refer to economic, social, demographic, political or technological changes. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

This is a summary revision guide tailored to the OCR Conflict and Cooperation 1918-1939 unit for GCSE (International Relations: The Changing International order 1918-2001). The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it set out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out to the students who can also use it for interleaving and homework. The resource is editable and can be changed to suit with PDF and Word formats included. Any reviews of this resource would be extremely welcome.

This lesson aims to introduce the main contenders to the vacant throne of England in 1066 with the deat hof Edward the Confessor. Students have to understand why a chair (a throne) would cause a war and read a script to understand who the main contenders were and the reasons they put forward for having a claim to the English throne. Diffetentiated bloom’s questions aim to deepen their understanding and get them to analyse who has the best claim and why (thus extracting fact from fiction). A brilliant video link to English heritage and extra work sheets will give them all the knowledge required to create a newspaper report or table to ultimately evaluate these claims of the contenders The resource comes in PDF and Powerpoint formats if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included. The accompanying script for the lesson can be found here: https://www.tes.com/teaching-resource/medieval-britain-script-for-the-normans-who-had-the-best-claim-to-the-english-throne-in-1066-11456418 If you like this resource, please visit my shop where I have created further resources on Medieval Britain which can be found here: https://www.tes.com/teaching-resources/shop/PilgrimHistory

This lesson links to my previous one on the causes of the Great Fire of London. In this lesson, students have to decide how lucky London was to have the fire in the first place. They are introduced to conflicting arguments before they are given a plethora of evidence from which they will be able decide and make judgements on how to break the news to the current Mayor of London. They are subsequently given argument words to help them construct a persuasive letter. For extra challenge students have to decide if London was lucky or not in the short and long term and break down the evidence into political, social, economic or religious reasons. This is a fun, entertaining as well as a challenging lesson and would also suit a non specialist. The lesson is aimed at key stage 3, but can be delivered at key stage 2 also. The lesson comes with retrieval practice activities, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This double lesson aims to explain the treatment soldiers received on the battlefield for their injuries and the new treatments available or being developed to aid their recovery. Students will analyse and evaluate the work of the RAMC, F.A.N.Y, V.A.D.'s as well as the role played by Regimental Aid Posts, Advanced Dressing Stations, Casualty Clearing Stations and Base Hospitals, There is also a case study of the underground hospital at Arras. They will focus on the significant advances in the treatment of the wounded including the Thomas Splint, the Carrel-Dakin method of using a sterilised salt solution in the wound, mobile and static x-ray units and portable blood transfusion kits as well as the ability to store blood. Furthermore there are case studies involving the pioneering work of brain surgeon Harvey Cushing and the reconstructive facial surgery of Harold Gillies, Activities include recall and retrieval, evaluation and analysis, summarising, discussion and debate, source analysis, the use of video evidence as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.