The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson to analyse the work of the cowboys on the Long Drives and on Cattle Ranches of the American Plains. At the start, some myths are dispelled about cowboys, many of which can be attributed to Hollywood films and John Wayne. Students learn the importance of the Long Drives and the roles the cowboys played in bring the cattle to their final destination, including all the hazards on the way. They also study the life on the ranches and the further difficulties endured by the cowboys in their work. Students are thus prepared to answer a GCSE exam practice question on the importance of cowboys to the cattle industry worth 8 marks, with help given if required. The plenary challenges students to decide if the statements can be categorised to the Ranches or the Long Drive. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included. It comes in Powerpoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the problems of the rapid rising of mining towns and the lawlessness they created. Students complete a Head and Tails activity and a thinking quilt which challenges them to decide the greatest changes as well as the most important and biggest impact the early towns and settlements brought. There is some GCSE exam question practice on the ‘importance question’, with some help given if required. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using an A-Z task is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to understand the reasons for the relative success of Red Cloud against the US Government as opposed to Little Crow and Black Kettle. Students have to piece together the causes behind Red Cloud’s decision for going to war despite his tribe being divided and the awareness of the previous consequences of fighting back. They learn about Fetterman’s Trap and the second Fort Laramie Treaty. They then have to decide the reasons or limits of Red Cloud’s success (such as Sitting Bull and Crazy Horse refusing to sign the Treaty). I have also included an interactive click and drag exercise using activex textboxes which moves text to complete gap fills to reinforce the learning of the lesson. The plenary uses an interactive flashcard activity linking to Plains Indian Chiefs. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in Powerpoint format which can be amended and changed to suit.

World War II The aim of this lesson is to decide if everyone celebrated VE Day and the end of World War 2 in May 1945. At first glance, it would appear so as famous pictures at Trafalgar Square show soldiers and civilians alike celebrating as well as the famous faces on the balcony at Buckingham Palace. Students are also given information about the lead up to the German surrender in the form of a quiz, in which they have to choose the right options to gain points. However, further investigation reveals the Americans were still fighting the Japanese in the Pacific, as well as prisoners of war still held captive around the world. Students also have to consider the terrible losses people had gone through and therefore had little cause to celebrate. I have also included some curious questions such as why did divorce rates surge at the end of the war or why were there rumours that soldiers were to be trained in jungle warfare? There is lots of video evidence from the time to accompany the lesson as well as a talking heads plenary, which analyses which leader said what at the end of the war in Europe. 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 includes retrieval practice activities, suggested teaching strategies and differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the significance of the Johnson County War and the consequences of the range wars between Homesteaders and Cattle Barons. Students are given the context of the range wars, before they have to predict what might happen as they are given 12 key scenarios ranging from the growth of the WSGA, the killing of Ella Watson and Jim Averill and the beginning and end of the Johnson County war. The plenary is a horse race team game where a series of questions are asked. Correct answers allow their horses to progress around the course. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a talking heads activity. It comes in Powerpoint format which can be amended and changed to suit.

Superpower Relations and the Cold War, 1941-91 This lesson focuses on the financial aid given to Western Europe as part of the Marshall Plan. Students have to evaluate how significant it was in relation to the Truman Doctrine and how Stalin reacted this ‘dollar imperialism’. There are differentiated questions which explore why this aid was also offered to Eastern bloc countries, how America was able to offer such huge sums and who received a majority of the aid. There is some text to therefore analyse and use to make inferences. The plenary asks students a series of questions which recap the lesson and consolidate their learning from previous ones. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with a model answer given if required. The lesson is enquiry based with a key question 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 subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to assess then impact of consequences of the Bay of Pigs invasion during the Cold War. Students begin by analysing Castro’s personality in a literacy task, with key word indicators to help. They then have to decide, or not as the case may be, as to whether it was crystal clear if Castro was leaning towards the USA or the Soviet Union. The main task is to find out what happened at the Bay of Pigs, using video evidence and then evaluate the consequences of the invasion in the development of Cold War relations. There is some GCSE exam practice to finish on the importance of the invasion with help and a scaffold included, as well as a model answer for reference. .The lesson is enquiry based with a key question 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 subsequently forming 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to assess the importance of Gorbachev’s new thinking and evaluate the consequences of his new policies with the collapse of Soviet control in Eastern Europe Therefore this lesson is divided into two parts and can be delivered over two lessons. The first part of the lesson analyses Gorbachev’s problems when he became the leader of the Soviet Union. Students will analyse sources and decide on the biggest problems he faced before prioritising these in an evaluation task. The second part of the lesson requires the students to undertake a quiz, picking up points on the way with the right decisions made, as Eastern European satellite states began to increase their freedoms and break away from the Soviet Union. Students can write an extended answer from what they have learnt with literacy help given. A GCSE practice question on the importance of Gorbachev’s policies can be completed after a colour coding plenary task to summarise Gorbachev’s premiership. The lesson is enquiry based with a key question 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 subsequently forming 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 aim of this lesson is to analyse African American experiences in the Civil War. The lesson begins by students exploring the reasons why the law changed, allowing black people to join the US army Some video footage and statistics give an insight into some of the experiences black people encountered, before students complete a thinking quilt linking key terms to events in the Civil War as well as challenge questions. Students also have to evaluate the significance of black regiments by analysing a quote from Frederick Douglass at the time and deciding which statements apply and fit the criteria, before justifying their choices. An interactive blockbusters plenary questions their knowledge from the lesson and checks understanding. 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 French Revolution The aim of this lesson is to assess whether Louis deserved to be executed Firstly, students have to put a number of events in chronological order leading up to the execution. This can be done wither as a verbal or card sort activity. They are also given a narrative account of Louis XVI’s last day, from which they have to compose a number of tweets, imagining how he might have felt at the time. There is some further source analysis and video links to help them with their learning. The main task is to turn the classroom into a mini courtroom. Students are given information either defending King Louis XVI or opposing him. They will then make choices and decide whether to defend or send him to the guillotine. There is a writing frame to accompany this task with argument words to help if required. The final task is to decide what happened to Louis’ body and why this was done. A find and fix plenary will consolidate their learning from the lesson, with answers provided. 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 analyse how Henry ruled the country through his government and to make comparisons to how the country is ruled today. Students are given information on Henry’s government, including his relationship with Parliament and the controversial Council Learned and his use of Justices of the Peace. To check their understanding, students undertake a quiz with 150 points up for grabs to give it a competitive edge! A final odd one out activity uses some retrieval practice 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 and includes suggested teaching strategies and retrieval practice activities.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the significance of the economy to Henry VII. Students will focus on both trade, exploration, agriculture and industry and give Henry an efficiency rating at the end as they judge how well he used them to establish his control. They begin by analysing how agriculture was being affected by a population increase and the growing use of enclosures. Students also assess how important industry was during the Tudor period and how exploration and trade increased with new technologies and pioneering individuals. They also analyse how trade agreements and Henry’s need to raise revenue impacted upon the economy as a whole. Some exam question practice can then be completed, together with a writing frame, some help and hints given and a markscheme if required. There is an enquiry question posed and revisited 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 purpose of this lesson is to introduce Henry VII’s foreign policy aims. Students are introduced to a map of Europe in 1485 and have to make comparisons and connections to countries on a map of Europe today. They will learn who the major players were in Europe at the time, such as France and evaluate the threats they posed to Henry VII. Students learn the three main aims of Henry’s foreign policy and have to justify which one is being applied to the various treaties and agreements reached with various foreign powers. The plenary checks their understanding of the lesson using a talking heads activity, as they have to decide which European leader would make the given statements from the screen. 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 analyse the rise of the Duke of Northumberland to power. Students are given a timeline of Northumberland’s life and the significant events in his rule during Edward’s reign. They can also complete some source scholarship with views from various historians summarising his governorship. Students also complete a multi-choice quiz on the succession as Northumberland looked to install Lady Jane Gray on the throne and learn the consequences of his political naivety. Points are awarded to give a competitive edge and find out who has clear political acumen in the group. The plenary compares the Dukes of Somerset and Northumberland and what their major differences were. 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 GCSE 9-1 ELIZABETHAN ENGLAND, 1568-1603 I have produced these flashcards to help students be prepared for and help revise for their GCSE exam on Elizabethan England. They are easy to use and; simply cut out fold and line up. Students can test each other in class or take them for their home learning. The flashcards will help with: Recall, retrieval and retention 3rd tier vocabulary to attain the higher marks in the examination Vast subject content The Historic Environment for Sheffield Manor Lodge, 2023

Conflict and Tension 1918-1939 How was the League affected by the Wall Street Crash and the Great Depression which followed? This lesson aims to explore how the League’s weaknesses came to the fore as countries such as Germany and Italy looked to dictators like Hitler and Mussolini to solve their problems. Students use a cause and consequences exercise and then analyse Stresemann’s policies to build up a picture of why the League lost favour in the 1930’s. There is also a chance to complete a GCSE source question which focuses on provenance. 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 What did Hitler want for Germany when he came to power and what were Hitler’s aims? This lesson is a key component to understanding and analysing the causes of World War II. Students are introduced to Hitler’s foreign policy and decide which were his six main aims for Germany. They also have to link these aims back to the Treaty of Versailles and decide what Hitler’s intentions were from the start. There is a chance to complete a literacy challenge at the end as well as answering a GCSE source question with some guidance given 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the problems Stresemann faced as Chancellor. Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition. They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required. Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany. Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use. The plenary is an old favourite of head, heart, bin and bag. 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.

The aim of the lesson is to analyse the power struggles between Edward II and his barons. Students begin by discovering the problems of Edward II, which they will rate in order of seriousness (and will find they were mostly brought on by himself!). They then complete an extended writing task with key literacy words given to help them. Students will learn about the central character of the story, a leading nobleman named Roger Mortimer and complete a missing word activity to find out why and how he escaped his imprisonment in the Tower of London. They then have to rate how much power the King had, in the struggles with this leading nobleman and his own wife, Isabella. Some hinge questions and a literacy task complete the lesson. They continue to plot the power struggle between the king, the church, the barons and the people on a graph. In a sequence of lessons they answer the question – who ruled in medieval England? This lesson includes: Fun, engaging and challenging tasks Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

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: Agent Orange, Arms Race, Bay of Pigs, Berlin Airlift, Berlin Wall, Cold War, communism, containment, Cuba, Cuban Missile Crisis, East and West Germany, exclusion zone, Fidel Castro, ideology, iron curtain, Marshall Plan, McCarthyism, NATO, Nikita Khrushchev, President Kennedy, red scare, soviet bloc, Soviet Union, Superpower, trade embargo, Truman Doctrine, U2, Warsaw Pact, zones of occupation The slides come in PowerPoint format so they are easy to change and adapt.