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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the state of the Republic by 1924 as a consequences of risings from the left and right. As there is a lot of information in the lesson, students are given an overview of the learning in the lesson and what is covered. Students begin by rating how serious six political uprisings were and be able to justify their choices. They also have to summarise the reason why coalition governments made the Republic so weak, using information provided. Case studies also focus on the Spartacist Uprising, the Munich Beer Hall Putsch and political assassinations. This will enable students to tackle a source based question on the political instability of the Weimar Republic between 1919-24. The lesson comes complete with a generic marksheme and question planning sheet. The plenary is a find and fix task, recapping on learning from 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 to evaluate the effects of hyperinflation upon German society. There is much debate on whether Germany had the ability to pay its reparations; students have to decide how exaggerated German woes actually were. Moreover Germany had been suffering from inflation since 1918; students again have to decide why the government pursued an inflationary policy and how this was enforced politically upon them. Students are also required to assess the winners and losers of hyperinflation and who was affected in the short, medium and long terms. Finally there is a literacy bodged plenary to complete together with some source exam question practice, with a planning sheet and generic markscheme if required. 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 impact of the ‘neue Sachlichkeit’ in Weimar Germany and question to what extent it was welcomed by all groups in German society. The lesson begins with an introduction to how tolerance and a reduction of censorship brought with it a new cultural and political freedom with experimentation in the arts. Students then have to prepare a essay practice question using images and information on how Germany was changing and challenging old norms. A summary diagram and some links to today are made to show how far reaching some of the changes and new ideas were. There is also some source practice as well to complete for homework if required, complete with a planning sheet and generic markscheme. The plenary uses the octagon technique to check learning and understanding from 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.

The aim of the lesson is to question if Japan was justified in attacking Pearl Harbour without a declaration of war against the United States. This question is revisited later in the lesson to see if the students have changed their minds. As this is a new theatre of war and not in Europe, the lesson sets out clearly where the war was fought in the Pacific, the location of Pearl Harbour and its significance to the USA. Students are required to discover what Japan wanted and the reasons behind their surprise attack with a choice of options available to piece the jigsaw together. An excellent activity of Pearl Harbour in numbers, which is an idea from KNNTeach, enables students to clearly recognise the initial damage done to Pearl Harbour by the Japanese attack. There are video links to film footage as well as a plenary activity from which the students have to make up questions to the answers given on post it notes. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The lesson comes in PowerPoint format is there is a wish to change and adapt.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the impact the Great Depression had upon Germany. Students are given the context to the Wall Street Crash and then have to decide if Germany’s problems throughout were the sole consequence of the Wall Street Crash. They are given further details of the effects of the slump in Germany, from which they answer some differentiated questions. Various scenarios are also put forward, from the social, political and economic effects, to who suffered more - the young or the old and the rise of extremism. These can be debated and discussed in groups or individually. The plenary further challenges which particular groups suffered in the Depression and why. Some source exam practice can be completed, 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 analyse the appeal of Nazism to German voters. Students will start by examining the lean years of the Nazi Party and how Hitler reshaped his vision of Nazi ideology while in prison. They will also learn about the significance of the Bamberg Conference in 1926, which reasserted Hitler’s control over the Party. The second part of the lesson will focus on the broad support and appeal of Nazi ideology to the old elites, industrialists, and the Mittlestand. Hitler’s confidence in his success was evident when he ran for President in 1932, narrowly losing to Hindenburg. In this context, students will debate, discuss, and present feedback on seven key Nazi policy ideals, explaining why these policies had such widespread appeal. To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question. 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.

GCSE Germany 1890-1945: Democracy and Dictatorship This lesson focuses on the difficult topics of proportional representation and the new Weimar constitution. The lesson centres around how the Weimar Government was formed out of the chaos of the end of World War 1 and how the politicians decided to meet in the quieter town of Weimar. Setting up a new constitution was the first step toward democracy but as the students find out through second order concept skills there were many similarities as well as differences to that of the Kaiser’s government. Included in the lesson are a number of diagrams and information sheets for group work, an AFL sheet and links to the main GCSE question asked on the first slide. The students are introduced to the GCSE question on political and economic problems that the Weimar Government faced but this question spans a number of lessons before they can attempt it. 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign. What was it like to be poor in Elizabethan England and how did the Elizabethans deal with poverty? Moreover how did attitudes change and why was there a rise in the building of Almshouses by the end of the Sixteenth Century? These are the key questions focused upon in this lesson as students learn about the causes and consequences of being poor. Two GCSE practice questions are undertaken by students as they acquire skills in answering an interpretation and write an account question using the information in the lesson. Furthermore they can peer assess their work and note where and how they can improve. They will also by the end of the lesson recognise the significance of the new Elizabethan Poor Law and how the impact of poverty varied across the country which is needed to be able to obtain the more complex reasoning answers demanded in the AQA GCSE markschemes. 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign. The key to this lesson is to recap not only the causes of the Spanish Armada and the build up to its eventually defeat, but also to analyse the battle itself and reasons for English success and Spanish failure. Furthermore, what were the consequences for Elizabeth and her successors? How did Britain regain the initiative and establish Elizabeth as a Protestant force to be reckoned with in Europe and at home? How did the defeat change her status as a world power for the next generation of explorers and seafarers as Britain became the dominant naval power in the world by the 19th Century? Students make up and pour a toxic cocktail of causes before piecing together the reasons why the Armada failed and ran out of energy, by giving it an energy rating in a prioritisation exercise. They also have to amend a number of statements and correct them, explaining the reasons why they are incorrect as well as studying an interactive map as the events unfolded. Finally students can complete a ‘How important’ GCSE practice question worth 8 marks to consolidate their learning with hints and tips of how to answer this. 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.

Germany 1890-1945: Democracy and Dictatorship This lesson focuses on Weltpolitik and the dangers for the Kaiser faced with increasing industrialisation in the country and his pursuit of creating an Empire abroad so that ‘Germany could have its place in the sun’. Included in the lesson are a number of sources and charts, links to videos and information for the students to analyse and evaluate to decide the strength of Germany under the Kaiser and its weakenesses/ Some GCSE exam question practice is included with help given to answer them 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, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to analyse the terms of the Treay of Versailles and its impact upon Weimar Germany. From the start, students have to understand how difficult it was for the Allies (the Big Three) to decide how to treat Germany at the end of the war. Moreover when they did eventually agree, how did it affect Germany and what were it terms? The emphasis is also on how students can remember the terms of the treaty, especially with the land lost, complete with difficult spellings such as Schleswig-Holstein and Alsace-Lorraine. Learning tasks include making notes from video evidence, creating a chatterbox, analysing sources, completing quizzes and filling in a ‘find someone who can’ worksheet (a brilliant idea from Aaron Wilkes). The second part of the lesson focuses on GCSE exam practice using cartoon sources related to the Treaty as well as how to answer the first three source questions on the exam, with help on how to answer each. 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.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to judge whether the Munich Beer Hall Putsch was a success or a disaster for the Nazis The start of the lesson focuses on what Hitler wanted and students have to decide why he instigated a Putsch in the first place in Bavaria. With reference to text, source analysis and video clips, students then have to prioritise the short term consequences for Hitler and his followers and the main reasons why it failed. The final part of the lesson focuses on what we now see as his success. Students again have to give reasons why he came out of this episode unscathed and to some extent even bolstered his reputation in the long term. In the plenary, students have to relay what they have learnt in a summarising pyramid. 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.

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.

Germany 1890-1945: Democracy and Dictatorship This lesson aims to evaluate how successful Hitler was in consolidating his power after becoming Chancellor. As Hitler contrived to win more votes, a succession of events throughout 1933 and 1934 helped him achieve this. Students therefore have to rate how much power in their opinion he gained from each event (such as the use of Article 48 and the Enabling Act), colour coding the power indicators after each. Then they plot these events on a living graph, thus mapping out this process, also having to decide the legality or illegality of these events. Alternatively they are given a timeline in which they analyse each event and decide the positives and negatives of each of them and whether these contributed to an increase or decrease in his power. 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.

Germany 1890-1945: Democracy and Dictatorship This lesson looks at how Hitler transformed himself and the Nazi Party to be able to secure enough votes to become Chancellor by 1933. Many GCSE questions centre around why people voted for the Nazis before 1933. This lesson shows how he was able to do this focusing on four main areas: his beliefs, organisation, leadership skills and voters. How he dressed, spoke, acted and performed in public were crucial in his propaganda assault on the German people. Students write this up and evaluate the success of this transformation using worksheets, video footage and visual aids. 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.

Germany 1890-1945: Democracy and Dictatorship This lesson introduces students to Stresemann and his policies. The starter is interactive as each student has a character card and will introduce themselves to each other to find out their worries and concerns with Germany between 1918-1923. At the end of the lesson the students will judge if Stresemann has made their lives better or not and justify their reasons. Was he a brilliant statesman who solved Germany’s problems or did he just paper over the cracks? There are a variety of learning tasks for the students to complete which include a quiz where the students pick up points for the correct answers, source analysis, colour coding activities on Stresemann’s economic and political policies as well as a GCSE exam practice question, with help 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, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to study of the fascinating Weimar culture that Germany experienced in the 1920s and evaluate how it changed Germany society with its links to modern society today. Art, film, architecture, music and cabaret, theatre and fashion radically changed in Germany and led to the Golden Age which Stresemann had laid the delicate foundations for. Students analyse these changes through artwork, sources and music of the time as well as a thinking quilt which focuses on key words and terms used in the lesson. B y the end, they have to judge how these changes have impacted upon Germany society and explain why these changes have left a lasting legacy on culture and society today. The final part of the lesson is to answer a GCSE practice question on how Weimar culture impacted upon lives in Germany in the 1920s. 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.

Germany 1890-1945: Democracy and Dictatorship This lesson is split into two parts. The first part looks at the various racial groups within Germany who were targeted and excluded by the Nazis and the reasons behind this. There is a case study of the Grefeneck Asylum where its inmates mysteriously disappeared; the students are given clues as to how to unravel the story about what happened there. They subsequently learn of the T4 programme secretly enacted by the Nazis and the sheer scale and numbers involved. The second part of the lesson focuses on anti-Semitism within Germany, the history and context behind it and how the Nazis used propaganda posters to get their vile message across. Students have to analyse why the Jewish population was targeted and explain how this prejudice and discrimination manifested itself There are some brilliant video links which explore these issues further and a plenary which attempts to change some student perceptions of Hitler’s own anti-Semitism. 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 American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Wyatt Earp and the continuing problems of law and order in the West. It follows on from the previous lesson on Billy the Kid. Students learn why Wyatt Earp was employed in Tombstone and then have to emoji rate each part of his story to judge how wicked he ‘possibly’ was. They have to give reasons for each of their judgements before they give an overall assessment on his life. There is an excellent link to a documentary on Earp and well as a clip from the film Tombstone to reinforce the learning. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks, with help given if needed. The plenary is a literacy challenge which requires definitions of key words. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included from the beginning to think of the similarities and differences between Billy the Kid and Wyatt Earp. It comes in PowerPoint format which can be amended and changed to suit.