Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the significance of the Hungarian uprising in the context of the Cold War Students will first learn about the leaders of Hungary and its importance as a country to the Soviet Union. There is a source activity to complete to analyse the various viewpoints of the time from ordinary Hungarians to Khrushchev himself. The main task is to take on the role of Khrushchev and make some vital key decisions with regard to the uprising. Students will pick up points to cement their totalitarian leadership qualities or waiver and act indecisively. Students will finally analyse the consequences of the uprising and make judgements and conclusions as to why the west failed to intervene. There is some GCSE question practice to complete at the end with help and prompts given if required. The final task is to complete a road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter. The lesson is enquiry based with a key question of how close was the world to a nuclear war using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as form mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

The French Revolution The aim of this lesson is to judge how terrible the Reign of Terror was in France. The lesson begins with an chronological recap task of the events of 1789. Students are introduced to Maximilien Robespierre and using the information provided have to explain the context and introduction of the Reign of Terror. The main task is to rate how terrible some of the events were in the years 1793-5, by colour coding a ‘terror o meter’. For each event and explain why they have made these decisions. Using these judgements, they will then complete a thinking quilt on whether they think the Terror was justified or not. The ‘Are you a robot?’ plenary gets them to make links with the images all connected to the learning of the lesson. The lesson comes with retrieval practice activities, differentiated materials, 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is discuss and debate the ‘virtues’ of Cardinal Wolsey. Students are given various interpretations of Cardinal Wolsey’s time in office. They have to decide which of these best fits his character. They are given a number of sources to interpret and analyse before making they make own conclusions in front of their peers. Students will then be able to complete a source based exam practice question, with a writing frame and markscheme provided. The last part of the lesson revisits the head, heart, bin, bag scenarios. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of Northumberland’s rule in comparison to rule of the Duke of Somerset. Students focus from the start on Somerset’s legacy and the dilemmas now facing Northumberland, such as finance, foreign policy, religion and vagrancy. They then have to predict what Northumberland will do at home and abroad before being given the information to allow them to make a judgement of how successful he was. Finally the lesson analyses of the Treaty of Boulogne and Somerset’s foreign policy. There is some exam question practice to complete at the end, using sources , with help, prompts and a markscheme is required. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is judge how Protestant England became under the Edwardian Reformation. There is also a distinction made with the Protestant views of Edward and the contrast between the Edwardian Reformation under Somerset and Northumberland. Students begin the lesson by studying an overview of the main changes during the Edwardian Reformation and analysing the Protestant views of Edward. They learn the distinct religious differences between the rule of the two Dukes before their evaluate how Protestant the country had become under both. There is some guidance on some learning trouble spots concerning the spread of Protestantism within the country and therefore how hard it is to judge and answer this question. There are some additional tasks if needed concerning the major players in the Reformation under Edward VI as well as some source analysis and details on the significance of the Chantries Act. There is some exam practice to complete at the end, using sources with help, prompts and a markscheme is required. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the success of Mary’s marriage to Philip of Spain and the significance of the Wyatt rebellion. Students begin by deciding the pros and cons of marrying Philip and what Mary should consider before entering a union and alliance with a powerful Catholic ally. Furthermore they will be given details of the marriage and all its clauses and evaluate who benefited more from it both personally and politically. Students will also analyse the consequences of the marriage with the subsequent Wyatt rebellion and decide how significant and threatening it really was by plotting their thoughts on a grid. The plenary uses some differentiated questioning to check understanding and challenge their understanding in the wider context of the political situation at the time. There is an enquiry question posed at the start 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.

Conflict and Tension 1918-1939 Despite its idealistic aims, the League did have some successes particularly with its Commissions. Although it is very easy to focus on its problems during the 1920’s, there is a clear theme in the GCSE exam to discuss the successes and well as the League’s failures. With differentiated worksheets and key information about the Commissions to evaluate, students will at the end of the lesson be able to give examples and evidence to show and discuss the successes. The plenary focuses on recalling their new found knowledge and introduces students to the idea of tackling the higher mark questions first, as in the exam. There is a differentiated homework research task included if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 In this lesson students have the chance to plot a road map following Hitler’s rearmament in the 1930’s leading to the outbreak of war. Students analyse events in Austria, the Saar and political agreements such as the Stresa Front and the Anglo-German naval agreement to judge how these might give Hitler the ‘authorisation’ to rearm. By the end of the lesson, students will be able to tackle a ‘write an account’ GCSE practice question of how Hitler broke the terms of the Treaty of Versailles. They will be able to focus on the causes and consequences of his actions, taking advantage of the frailties and insecurities within Europe and the League of Nations. The plenary further encourages further recall and understanding of Hitler’s aims. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning . The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 Students in this lesson piece together the events surrounding Hitler’s invasion of the Sudetenland and ultimately Czechoslovakia. They are required to question the wisdom of the policy of appeasement, but also analyse the reasons why Chamberlain pursued this policy and the strengths and weaknesses of this. The lesson is accompanied by a quiz in which points are accumulated for the correct answers, video footage and source material which enable students to answer a ‘how useful’ GCSE source question. They also have to put events in chronological order culminating in the Munich Agreement. They then have to rate these events in order of seriousness and judge which event(s) ultimately contributed to the causes of World War II. The plenary tests the students’ new knowledge from the lesson by analysing some odd one out statements. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Tudors: England 1485-1603 The aim of this lesson is to give the context of the religious changes that have happened in England since the reign of Henry VIII. Students begin by focusing on the different religions present in England under Elizabeth, such as Lutheranism, Catholicism, Puritanism and Presbyterianism. They are given a religious road map to complete before analysing the political situation in Europe in 1558 and the threats posed by the Catholic states of France and Spain. Finally they assess Elizabeth’s personal beliefs and the state of the English Church at the beginning of hr reign, before predicting how Elizabeth will tackle religion upon her accession. 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 and includes suggested teaching strategies.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the importance of marriage for Elizabeth. Students begin the lesson by recapping the importance of marriage for previous Tudor monarchs and the reasons for their choice of partner. They then decide who is Elizabeth’s best suitor and what benefits they might bring politically to England 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. . There are some key questions posed to the students as well as judging the relevance of some historians points of view, such as Doran, Haig and Jordan. Some source scholarship can be completed with a themed linked plenary. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess how successful Elizabeth’s policy of plantation in Ireland really was. Students begin by plotting areas on a map of Ireland and are required to explain previous Tudor policy in Ireland with some prompts when needed. After being given the context to Ireland in 1558, they then analyse Elizabeth’s policy in Ireland and rate how effective each was, bearing in mind rebellions such as Shane and Hugh O’Neill. There is some exam extract analysis practice to complete if required, complete with markscheme. The plenary focuses on some interactive flashcards which recall the learning in 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 and includes suggested teaching strategies.

Norman Conquest The aim of this lesson is to understand how successful William was controlling England through his survey. Students will learn how he needed to find out as much as he could about the Anglo-Saxon population. They are encouraged at the start to answer a series of questions (a survey) of what they own; this is exactly what William did, but minus the enthusiasm shown in the class to list all their belongings! Through a study of horrible history video footage and source analysis, students realise just how intrusive this new book was and they have to justify, whether in written form or orally, why people in medieval society began to resent it. For homework they have a chance to find out about their own area and what it offered in 1086 with an exemplar given. This is a fun, interactive and challenging lesson in which all the students can take part and make their own conclusions. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter 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.

Germany 1890-1945:Democracy and Dictatorship This lesson focuses on two key questions - how were the Ruhr crisis and hyperinflation so closely linked together and how did they create both economic and political problems for the Weimar Republic between 1919 and 1923? The lesson is split into two parts; the first focusing on why the French decided to invade the Ruhr region of Germany and secondly the consequences for them and for Germany when they did. Students have to answer key questions on the invasion and analyse sources which infer French brutality. A literacy task to follow challenges students’ understanding of the key words used. The second part of the lesson explains the causes and consequences of hyperinflation with a focus on the winners and well as the losers. Some GCSE question practice at the end gives a student friendly markscheme to peer and self assess. There is a plethora of video footage and primary sources to analyse throughout the lesson as well as simplified and chronological explanations. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide if Robert Mugabe was a hero or a villain. Students are introduced to his early life in a text mapping exercise which they have to decipher to understand his credentials for Presidency. They are given information about Mugabe’s career from which they then have to give a number of ratings as to whether he was indeed a hero or villain. Subsequent video footage gives the thoughts of people from Zimbabwe today as well as other commentators to help them in their comprehension of the task in hand. An extended written piece, using a writing frame, will allow students to demonstrate their understanding and give a full evaluation of his rule. A fragment exercise as well as a find and fix plenary recaps on what they have learnt in the lesson and reinforces their judgements of him. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: abolition, American Civil War, auction, slave, branding, captive, emancipate, flux, Guinea coast, Harriet Tubman, Indentured servants, lynching, manumission, Middle Passage, plantation, profit, repatriation, resistance, shackles, sharecropper, slave colony, tight pack, Triangular trade, Thomas Clarkson, trans-Atlantic, underground railroad, William Wilberforce. The slides come in PowerPoint format so they are easy to change and adapt.

The Tudors This lesson aims to find out the real reason for the sinking of Henry’s flagship, the Mary Rose. The lesson starts with Henry crying (literally) and students have to decode a message to find out why. Students are then given four options as to why it sank, from which they give their initial opinions. Further analysis of video footage and written evidence will allow them to form their own judgements to be able to complete an extended writing task. This lesson uses Henry as a talking head, discussing how it was impossible to sink it in the first place, due to his genius and finally responding to the students’ evidence in a witty plenary. This lesson is engaging and fun and gives a different perspective of looking at Tudor seafaring and what was aboard the ships of the time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Industrial Revolution This lesson aims to evaluate the problems within Industrial towns and the impact they had on the growing population during the Industrial Revolution. The lesson starts by analysing the source from Punch in 1852, 'A Court For King Cholera’, which is later annotated to help aid discussion. Various images, video evidence and headlines allow students to build up a picture, which they then have to explain to a friend in a letter - using scaffolding and a writing frame if required. Students also evaluate how and why the living conditions became like this and question if this was the case across the country as they are given further evidence from the wealthy in Victorian England, comparing the dwellings of the rich and poor. Students will therefore be able by the end of the lesson be able to give an effective and balanced answer to this lesson. 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.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to assess the significance of John Hunter in his lifetime and beyond and decide if and why he deserves a place in a Medical Hall of Fame. An analysis of his life, his surgical brilliance and his specimen collection (complete with a brilliant video link to Professor Robert Winston’s short documentary on his life) gives the students the tools necessary to be able to tackle and write a longer analytical essay question with substantiated judgements. Students ultimately have to judge how far he deserves a place in the Medical Hall of Fame, with help and sentence starters given if required. The plenary is in the form of a literacy challenge, using key words from the lesson. 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 aim of this lesson is for students to analyse and evaluate the winning tactics used in by William in the Battle of Hastings Students commence by analysing the Bayeux Tapestry, sources of the battle and information on the leadership qualities of the two combatants. They then complete a differentiated task using a storyboard to map out the events of the battle before completing a summarising pyramid on William’s skills. There is also a chance to recreate the battle with suggestions of role play before the plenary requires some recall and retention skills. An optional homework suggestion is also provided. The resource is therefore differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.