This bundle is the second part in a series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship. As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Wall Street Crash and the transformation of the Nazi Party into an electable and indelible force. They will study (AO2) second-order concepts such as change and continuity in the economic problems facing Germany and the causes and consequences of Hitler becoming Chancellor. The analysis and evaluation of sources (AO3) are used in for example The Night of the Long Knives lesson whilst substantiated judgements are made (AO4) on the limited opposition in Nazi Germany as it moved from a democratic into a totalitarian state. The lessons are as follows: L1 The Wall Street Crash L2 The rise of the Nazis and the transformation of the Nazi Party L3 Hitler becomes Chancellor (free resource) L4 Reichstag Fire and Enabling Act L5 The Night of the Long Knives L6 The Nazi Police State Please note that setting a full mock examination in class after completing this unit is strongly recommended. All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website. Each resource gives suggested teaching strategies and are differentiated . They come in PDF and Powerpoint formats and can be amended and changed to suit. The resources all include suggested teaching strategies, retrieval practice, differentiated materials and come in PowerPoint format if there is a wish to adapt and change.

This bundle is the second part in a series of lessons I have created for AQA GCSE 9-1 Britain: Health and the People, c.1000-present. I have taught this course for more than 20 years now and have again decided to completely overhaul my lessons to bring them up to date with the latest teaching and learning ideas I have picked up and with a focus on the new 9-1 GCSE. Furthermore I have dispensed with learning objectives to focus on specific enquiry based questions which address the knowledge and skills required for the GCSE questions. As well as focusing on GCSE exam practice questions, the lessons are all differentiated and are tailored to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the brilliance of the surgical skills of John Hunter to the discovery of the vaccination for smallpox by Edward Jenner. They will study (AO2) second-order concepts such as change and continuity in the development of ideas about disease and the causes and consequences for surgery with the discovery and anaesthetics and antiseptics. The analysis and evaluation of sources (AO3) are used in for example Public Health in the 19th Century whilst substantiated judgements are made (AO4) on the progression or regression of medicine from the Renaissance pioneers such as Vesalius, Pare and Harvey to the discovery and isolation of germs by Louis Pasteur and Robert Koch. The lessons are as follows: L8 Renaissance Medicine L9 Medicine in the 17th and 18th Century (free resource) L10 John Hunter L11 Edward Jenner and smallpox L12 Surgery in the 19th Century L13 Florence Nightingale and hospitals L14 Pasteur, Koch and Tyndall L15 Public Health in the 19th Century Please note that setting a full mock examination in class after completing this unit is strongly recommended. All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website. .

This bundle is the first part in a series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship. As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Kaiser and the problems he faced as well as the implementation of the Treaty of Versailles and the challenges faced by the Weimar Government. They will study (AO2) second-order concepts such as change and continuity in the new Weimar Constitution and the causes and consequences of Stresemann’s policies. The analysis and evaluation of sources (AO3) are used in for example the Treaty of Versailles and the Munich Beer Hall Putsch lessons whilst substantiated judgements are made (AO4) on political and economic problems of the Weimar Republic as well as questioning whether the later 1920’s really were a Golden Age. The lessons are as follows: L1 Kaiser Wilhelm II (free resource) L2 The Kaiser’s Government and Weltpolitik L3 The impact of World War 1 on Germany (free resource) L4 The Weimar Constitution and Political Parties L5 The Treaty of Versailles L6 Political Uprisings – the Spartacists and the Kapp Putsch (free resource) L7 The Ruhr Crisis and Hyperinflation L8 The Munich Beer Hall Putsch L9 Gustav Stresemann L10 The Golden Age of Stresemann Please note that setting a full mock examination in class after completing this unit is strongly recommended. All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website. The resources all include suggested teaching strategies, retrieval practice, differentiated materials and come in PowerPoint format if there is a wish to adapt and change. Any reviews would be gratefully received.

These lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the struggle between Church and crown, Magna Carta and the emergence of Parliament. This bundle addresses key historical skills from the outset: What made a successful Medieval Monarch? Why did King Henry II want more power over the Church and why was he forced to publicly say sorry? What were the differences and similarities between the reigns of King Richard and his brother King John? What were the causes and consequences of King John signing the Magna Carta? What was significant about the Peasants’ Revolt or Edward II’s promotion of his favourites? These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives. Moreover this bundle allows students to understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims on the reputations of King Richard and King John. The lessons are broken down into the following: L1 Medieval Monarchs introduction L2 The murder of Thomas Becket L3 Was King Henry II really sorry? L4 King Richard the Lionheart L5 King John L6 The Magna Carta L7 The siege of Rochester Castle (free resource) L8 The Peasants Revolt L9 King Edward II L10 Bonus lesson - Genghis Khan These lessons are designed to be fun, challenging, interactive and engaging. The lessons are enquiry based with a key question using a lightbulb posed at the start and revisited at the end to show the progression in learning and who held the power in Medieval England. All the lessons are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations from the BBC and other sources. The resources come in PowerPoint format if there is a wish to adapt and change.

These lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the Norman Conquest. This bundle addresses key historical skills from the outset. Using history enquiry and evidence, student will find out who William the Conqueror was and how did he establish and maintain his rule in England. What were the causes and consequences of Castle building throughout the British Isles? What were the similarities and differences between the role of the Church, monks and nuns and Doom Paintings? What was significant about the Black Death and its effect on the population of Britain and Europe and how dangerous and unhygienic were Medieval towns? These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives. The lessons are broken down into the following: L1 William the Conqueror L2 Castles (+attacking a Castle game) L3 The Domesday Book L4 The Feudal system L5 The Church (free resource) L6 Doom Paintings L7 The Role of monks and nuns (free resource) L8 Medieval Towns L9 The Black Death L10 Crime and Punishment L11 The Bayeux Tapestry’ L12 The Crusades (+ Key Word History Display) These lessons are designed to be fun, challenging, interactive and engaging. I would strongly recommend the students undertake an assessment at the end of this unit, using GCSE exam style questions from your own chosen exam board. All the lessons are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations of the conquest from the BBC and other sources. All the resources come in PowerPoint format if there is a wish to adapt and change.

This bundle is the second part in a series of lessons I have created for Edexcel GCSE 9-1: Superpower relations and the Cold War, 1941-1991. The lessons are all differentiated, fully resourced, amendable on Powerpoint and are tailored to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the building of the Berlin Wall and its eventual collapse to the end of the Cold War. They will also explain and analyse (AO2) second-order concepts such as change and continuity in tensions between East and West such as détente and Reagan’s Second Cold War and the causes and consequences of the Cuban Missile Crisis, the Prague Spring, the Soviet invasion of Afghanistan and Gorbachev’s new ideas. The lessons are as follows: L12 Berlin Ultimatum L13 Building the Berlin Wall L14 Cuba and the Bay of Pigs L15 Cuban Missile Crisis L16 Prague Spring L17 Détente and SALT 1 L18 Helsinki Accords and SALT 2 L19 Soviet invasion of Afghanistan L20 Reagan and the Second Cold War L21 Gorbachev’s new ideas L22 Fall of the Berlin Wall The lessons are 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 lessons and revisited throughout 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 resources include retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice questions. They all come in Powerpoint format if there is a wish to adapt and change.

I have created these set of resources for ‘Britain as the first industrial nation and its impact on society’ which comes under the ideas, political power, industry and empire: Britain 1745-1901 in the National Curriculum. These lessons are also useful if you are studying this period at GCSE (such as AQA 9-1 GCSE Power and the People and OCR Explaining the Modern World) Pupils will learn the significance and impact of the changes in Britain as a result of the new inventions and be able to understand the causes and consequences of these. They will learn key historical terms such as migration, entrepreneur, industrialised and patent as well as being able to see the change and continuity of transport. They will be given sources to analyse such as the evidence of child labour in the coal mines as well as the lives of Victorian women and make historical inferences from them. Furthermore they will be able to write structured accounts and narratives of the changes as a result of Factory Reforms as well as answering GCSE style questions using structured thinking quilts. Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and ideas used by current history teachers. The lessons are fully adaptable in Powerpoint format and can be changed to suit. I have included a free lesson to give an idea of what is being offered. I strongly recommend using GCSE style questions from the exam board and markschemes to assess the pupils at the end of this unit, which are always available on line. The 12 lessons are broken down into the following: L1 An introduction to the Industrial Revolution in Britain L2 Why were people on the move? L3 What were the industrial towns like? L4 Transport in the Industrial Revolution L5 Richard Arkwright – a case study (free resource) L6 Factories and working conditions L7 Coal mining L8 Reform of working conditions L9 Victorian crime and punishment L10 Victorian prisons L11 The Metropolitan Police Force L12 Jack the Ripper Any reviews would be gratefully received.

Conflict and Tension 1918-1939 This series of eight lessons introduce the second part of the AQA Conflict and Tension course 1918-39 and focus on The League of Nations. Lessons come complete with suggested teaching strategies and differentiated learning tasks. I have included many of the typical GCSE questions in these lessons from source analysis, write an account to the longer 16+4 mark questions. The lessons are broken down into the following: L1: Introduction to the League of Nations L2: The structure of the League of Nations L3: The Commissions L4: How successful was the League of Nations in the 1920’s? L5: The decline of International Cooperation (free resource) L6: The Manchurian Crisis L7: The Abyssinian Crisis L8: Was the League destined to fail? Lessons also include some retrieval practice activities come in Powerpoint format if there is a wish to adapt and change. Any reviews would be gratefully received.