I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
The Holocaust
The aim of this lesson is to understand why we should remember the holocaust and why we commemorate it every year.
Some misconceptions are given at the start, such as what the holocaust actual means and the differences between concentration and extermination camps.
Throughout the lesson the students build up their ideas and add them around a lightbulb to focus on the central aims of the lesson.
Students are also given numbers and have to decide the significance of each from 6 million to 2 minutes and 2 seconds or 90cm by 90cm for example.
The final part of the lesson refers to the powerful and moving story of Erica, thrown off the train by her parents before she reached Auschwitz and therefore knowing very little about herself.
The plenary focuses on some odd ones out exercises and recent genocides to emphasise the importance of remembering the holocaust.
There is some excellent video footage to accompany the lesson.
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.
Elizabethan England 1568-1603
This Revision Guide is aimed to help students prepare fully for their GCSE exam in this unit of study
Within this 45 page Revision Guide, there are 18 GCSE exam questions and guidance of how to answer them throughout.
At the start of the Guide, there are tips on how the students can access the four main questions and advice on how to put this into practice with model answers given from the exam board.
There are also eight new pages in the Guide dedicated to the 2024 Environmental Study, Americas and Drake's Circumnaviation with a focus on knowledge and understanding and second order concepts.
Six possible exam questions have been included which AQA could ask focusing on the main themes from the AQA guidance given.
This Guide has been designed to be engaging, detailed, easy to follow and allows the students to access the higher grades in the examination.
It comes in PDF and Word format and can be adapted and changed to suit.
Any reviews on this resource would be much appreciated.
American Civil RIghts
The aim of this lesson is to show a different approach to achieving Civil Rights pursued by Malcolm X.
The start of the lesson asks why Malcolm Little changed his name and makes a link to the film by Spike Lee.
It follows his early life chronologically and some higher order thinking questions are posed.
The lesson then looks at his later life and beliefs and analyses some of his views and most famous quotations in a fun and engaging way.
Students have to finally decide the most important aspects of his legacy and prioritise them, as well as deciding the fundamental differences of his beliefs and approach compared to Martin Luther King.
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.
The Tudors
The aim of this lesson is for the students to understand the causes and prioritise the reasons for the failure of the Spanish Armada.
As the students are posed with the question, ‘why did the Spanish eat rope?’, they make up an explosive cocktail to understand the main causes of the invasion.
As the story unravels as to the failures of the Spanish invasion fleet, students have to analyse and prioritise which were the main reasons for English success, against Spanish superiority in numbers and firepower.
The plenary requires students to evaluate the Blob bridge and explain which blob represents the best fit in this story, from an English sailor, the Spanish public right up to Queen Elizabeth and King Philip.
The lesson is differentiated and includes video evidence as well as an interactive diagram plotting the route of the Armada.
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 evaluate how effectively the Nazis controlled its Youth.
The lesson is split into two parts and can be delivered over two lessons.
The first part looks at the Hitler Youth, the activities organised for boys and girls and the purpose behind them.
Students then have to analyse four pieces of evidence and evaluate how much they are being controlled.
Some differentiated questioning and higher order thinking allows you to see how much they are making progress in the lesson.
The second part focuses on education and what the young people are taught at school.
Again the students are challenged and questioned on how effective this diet of propaganda was, with an emphasis that not all lessons were anti-Semitic.
Various and excellent video footage is used to consolidate 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.
This bundle is the first part in a series of lessons I have created for AQA GCSE 9-1 Elizabethan England 1568-1603.
Having taught this unit for a number of years, I have tweaked the order of lessons I now teach at the beginning.
As well as teaching her court, government and parliament, I have included Elizabeth’s favourites and an introduction to the religious settlement (which are offered as free lessons), as I felt students were getting confused without these aspects of the course being referred to early on.
The theme throughout this bundle of lessons is to examine how Elizabeth tried to assert her authority and control in the first half of her reign.
The lessons contain different tasks to challenge the students and are differentiated. Furthermore each lesson focuses on how to answer a GCSE practice question from the exam, notably in this unit a source, write an account and significance question.
The lessons are as follows:
L1: An introduction to Elizabeth
L2 Elizabethan Court and Government
L3 Which problems did Elizabeth face in her first ten years?
L4 Elizabeth and marriage
L5 Who were Elizabeth’s key people? (free resource)
L6 The Elizabethan Religious Settlement (free resource)
L7 Threats from the Norfolk and Ridolfi Plots
L8 The Essex Rebellion
L9 Catholic threats at home and abroad
L10 The Puritan threat
L11 The threat of Mary, Queen of Scots
The lessons are enquiry based with a key question using a lightbulb posed at the start of the lessons and revisited at the end to show the progress of learning.
The resources includes 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.
Germany 1890-1945: Democracy and Dictatorship
The aim of this lesson is to assess how effective the different types of opposition were towards the Nazis in Germany.
This lesson is split into three main areas of opposition to the Nazi regime: resistance, non-conformism and open criticism.
The lesson also looks in depth at Church opposition, youth opposition, passive resistance, Jewish resistance and the Stauffenberg Bomb Plot.
Students are given a list of ways of opposing the Nazis which they have to categorise and through some independent research decide the best and most effective forms of opposition.
Moreover by the end of the lesson students will be able to assess and judge why opposition was ineffective against the Nazi state.
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.
Cold War
The aim of this lesson is to analyse the causes and consequences of the Cuban Missile Crisis, its significance and its effect on future relations between the USA and USSR during the Cold War.
In an anger management task, students link various emotions to emojis as they learn why tensions (and therefore anger) between the USA and Cuba escalated following the coming to power of Fidel Castro and his subsequent alliance to the USSR.
In a text mapping exercise they analyse how Castro defied the West by organising the placement of nuclear missiles on Cuba and how Kennedy reacted to this report and the stark choices he faced, urged on by the Hawkes and Doves in his assembled special committee, Excomm.
Furthermore students undertake an interactive quiz which is designed to be engaging and challenging as they have to make 13 decisions in the 13 days of the crisis.
The plenary is an interactive blockbusters and there are links to video evidence as well a recall, retention and retrieval task.
The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age.
The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated.
I have also included suggested teaching strategies to deliver the lesson.
The British Empire
This lesson focuses on the upheaval of the lives of the indigenous peoples of Australia with the coming of the Europeans.
The lesson starts by looking at their customs and traditions and how these were quickly attacked through the attitudes and settlements of the colonists. A ‘Horrible Histories’ version of events is also scrutinised and questioned on its accuracy.
I have included some comprehension questions and source scholarship using an extract from the brilliant ‘Empireland’ by Sathnam Sanghera which explains the atrocities committed in Tasmania by the colonists.
Paintings from Governor Davey of Van Diemen’s Land can also analysed so the students are able to prioritise the most significant changes the colonists made to Australia and the legacy of the British Empire.
The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials 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.
The French Revolution
The aim of this lesson is to investigate if Napoleon was a hero or villain.
Students are introduced to Napoleon and make some initial judgements with reference to his upbringing and his early life.
The main task is to analyse some giebn evidence which is focused on his career, personal life, his reforms in France and how he became Emperor of France.
They are required to complete their analysis with some extended writing, complete with key words and a writing frame if required.
The plenary questions whether we should regard him as a legend with links to people in the modern era.
The lesson comes with 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.
It is fully adaptable in PowerPoint format and can be changed to suit.
The Holocaust
The aims of this lesson are to explain how Jewish people rose in rebellion or resisted against Nazi atrocities during the holocaust.
The first part of the lesson examines the Warsaw Ghetto uprising, using a thinking quilt to challenge ideas and ask key questions about the motivation and determination to succeed against overwhelming odds.
The second part of the lesson analyses resistance in the extermination camps in particular events in Sobibor, Treblinka and Auschwitz.
Students are then asked to justify the best and most effective ways to resist from passive to active resistance. Finally a find and fix activity checks understanding and the 3 R’s.
The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust?
Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe.
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.
Edexcel GCSE 9-1, Superpower relations and the Cold War, 1941-91
This 22 page Revision Guide is tailored to the above Edexcel specification for GCSE 9-1.
It is broken down into 4 main sections: Origins of the Cold War, Increasing tensions, Détente and the end of the Cold War.
I have been inspired to write this Revision Guide on account of the students I teach struggling with the course content of this unit and applying the skills in how to answer the GCSE questions.
This Revision Guide therefore includes 21 GCSE practice exam questions and gives examples on how to answer each, using model answers.
This guide will enable all learners to achieve the higher grades with clear guidance on how to achieve them.
The questions target consequence, significance and analytical narrative with a focus on analysing events and finding connections that explain the way in which the events unfolded.
The information is also broken down into an easy to use format to aid the students.
The guide can be used for revision, interleaving, home learning as well as class teaching. For home learning, each student taking GCSE History has a copy assigned to them on a google drive and it is used frequently when using google classroom assignments such as revision for assessments.
This Revision Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit in Microsoft Word and PDF format.
Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth up to £3.50 if you do.
The British Empire
This lesson aims to find out whether we should be proud or ashamed of gaining an Empire and how the indigenous peoples we conquered ‘benefitted’ under British rule.
This lesson will best be delivered over 2 lessons . The opening slides give some context to the debate and define what an Empire is and which countries Britain owned by 1900.
Through video and source analysis, the students have to explain their choice of being proud or ashamed or both and as the lesson progresses justify whether they are sticking to their decisions.
Analysis focuses on Victorian propaganda, the recent views of British Prime Ministers as well as how museums refuse to engage about how they have obtained their imperial artefacts.
The second part of the lesson examines a number of countries acquired by Britain and focuses on the ‘benefits of Empire’. Students then make their final decisions at the end before drawing conclusions on the legacy of the British Empire.
A homework task is to design an Empire plate (photographic examples given) to celebrate Empire day from 1902.
The lesson comes with suggested teaching and learning strategies, differentiated materials 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 GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is to understand why and how the NHS was introduced to Britain in 1948 and despite initial sets backs and opposition, why it is still an amazing institution and still the envy of the world.
Students analyse the reasons how the NHS was introduced by the Labour government and have to explain why.
Key people are discussed such as Nye Bevan and Sir William Beveridge and using source analysis and GCSE exam question practice, students evaluate how some doctors were opposed to Bevan and the NHS from the start.
Video footage at the time shows how the Government tried to calm some fears and how its message on health has changed through the centuries.
There is some text analysis with colour coding and evaluation throughout as well as a focus on literacy 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.
Edexcel GCSE 9-1 Medicine Through Time c.1250 to present.
This 42 page revision guide is broken down into 5 main sections: Medieval Medicine, Renaissance Medicine, Medicine in 18th and 19th Century, Modern Medicine and the Historic Environment, British sector of the Western Front .
This revision guide includes 29 GCSE practice exam questions throughout on the main questions and gives examples on how to answer each using model answers.
This will enable all learners to achieve the higher grades required by the exam board, including the skills of description, explanation, interpretation, change and continuity, source utility and cause and consequence.
The information is also broken down into an easy to use format to aid the students in their revision programme.
This Guide has been designed to be engaging, detailed and easy to follow and comes in Word and PDF format if there is a wish to change.
It can be used for revision, interleaving, home learning as well as class teaching.
Any reviews on this resource would be much appreciated.
Please email me for a free copy of any of my resources worth up to £3.50 if you do.
AQA GCSE 9-1 Elizabethan England, 1568-1603
These lessons focus on Elizabethan society from wealth, status and the latest fashions of the time, an analysis of the Elizabethan theatre and Tudor exploration and trade.
There is also a lesson for the Historic Environment Questions of 2023 on Sheffield Manor Lodge.
The lessons are enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
Each lesson aims to challenge the students and focuses on how to answer a GCSE practice question set in the exam.
These range from how convincing is the source, write an account and how significant.
For further assessment materials, please visit the AQA website for specimen questions and answers.
The lessons are as follows:
L1: Wealth Status and fashion
L2: Elizabethan Theatre
L3: The Golden Age (free resource)
L4: Poverty and the Poor Law of 1601
L5: Famous explorers (focus on Drake, Hawkins and Raleigh)
L6: Planning the Spanish Armada
L7: Planning for the Spanish Armada
L8: Defeat of the Spanish Armada
All the resources 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.
This bundle is the complete 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 by Hitler of the Nazis into an electable 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 lessons whilst substantiated judgements are made (AO4) on the limited opposition in Nazi Germany and the conversion into a totalitarian state.
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 Super Stresemann
L10 The Golden Age of Stresemann
L11 The Wall Street Crash
L12 The rise of the Nazis and the transformation of the Nazi Party
L13 How did Hitler become Chancellor? (free resource)
L14 How did Hitler consolidate his power?
L15 The Night of the Long Knives
L16 The Nazi Police State
L17 The Nazis and the economy
L18The Hitler Youth
L19 The role of women in Nazi Germany
L20 The Nazis and the Churches
L21 Hitler’s hate list
L22 The Nuremberg Laws and Kristallnacht
L23 The Final Solution
L24 Opposition in Nazi Germany
L25 The German Home Front 1939-45 (free resource)
Please note that setting a full mock examination in class after completing each 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.
Please note that due to Bundle restrictions of 20 lessons, the free resources (L1, L3, L6, L13, L25) need to be downloaded seperately.
The Tudors
This is the first in a series of lessons I have created on the Tudors.
This lesson is broken down into two parts. The first part describes and explains the events surrounding the Wars of the Roses.
Students learn about the Kings involved and the battles fought through fun tasks, video evidence and role play of which they have to make choices on the victors.
With this new found knowledge they have to explain what they have learnt through a ‘talk like an historian’ quiz.
The second part of the lesson focuses on the previous Tudor perceptions of Richard III. Was he really a deceitful and cunning person, ‘a lump of foul deformity’ with a hunchback according to Shakespeare, More and Virgil?
Archaeological evidence from King Richard’s remains is analysed by the students to prove or disprove some of these popular ‘misconceptions’ about his posture and character.
Students are then challenged to write to the current Education Secretary to make sure correct history lessons are now taught about Richard III in secondary schools.
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.
This lesson is fully resourced includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
The Tudors
This lesson poses the question ‘How much of a threat did Mary, Queen of Scots pose to Elizabeth I?’
Students are taken through Mary’s life from becoming Queen of Scotland to the controversy of her husbands and her eventual house arrest in England.
Through sources, visual and video evidence, students have conclude how much of a threat Mary posed to Elizabeth, after pleading their case through the eyes of Mary herself.
There is some help to write an extended answer using key words which help mention cause and effect, to sequence events and to emphasise judgements.
There is also analysis of the Babington Plot and a deciphering exercise to work out on how Mary was implicated.
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.
World War II
The aim of this lesson is to question Britain’s policy of appeasement in the 1930’s, but also defend the decision Chamberlain took.
Students have to make up their own minds through a variety of learning tasks which include gathering evidence from video footage of the time, completing a card sort activity, creating causational chains and analysing sources from the time.
Some higher order questions at the end are aimed at getting them to think and challenge the perceptions they have made about appeasement.
This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or WWII at Key stage 4.
It 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.
