Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This double lesson aims to explain the treatment soldiers received on the battlefield for their injuries and the new treatments available or being developed to aid their recovery. Students will analyse and evaluate the work of the RAMC, F.A.N.Y, V.A.D.'s as well as the role played by Regimental Aid Posts, Advanced Dressing Stations, Casualty Clearing Stations and Base Hospitals, There is also a case study of the underground hospital at Arras. They will focus on the significant advances in the treatment of the wounded including the Thomas Splint, the Carrel-Dakin method of using a sterilised salt solution in the wound, mobile and static x-ray units and portable blood transfusion kits as well as the ability to store blood. Furthermore there are case studies involving the pioneering work of brain surgeon Harvey Cushing and the reconstructive facial surgery of Harold Gillies, Activities include recall and retrieval, evaluation and analysis, summarising, discussion and debate, source analysis, the use of video evidence as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to set the scene for the beginning of trench warfare and the problems for medical treatment on the battlefields of World War 1. Students will analyse the setting up of the trenches, how and why they were dug, which equipment they needed and how they used the trenches to defend and attack the enemy. They also assess the lie of the land and how this impacted on medicine and the wounded and the problems created. Activities include retrieval practice, evaluation of the terrain, use of video evidence as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to give the context of the British sector of the Western Front and the theatre of war in Flanders and Northern France, the Ypres Salient, the Somme, Arras and Cambrai. They will also discover that not all the fighting was done in muddy trenches as most students generalise about. Students will learn why there was a salient around Ypres and the advantages this gave the Germans on the higher ground, including Hill 60. They will analyse the horrific death and injuries suffered on the first day of the battle of the Somme and why this battle was initiated in the first place. Furthermore they will investigate the tunnelling system around Arras and the hospital built there, now called the Wellington Tunnels. Finally they are given information about Cambrai and judge the impact of the tank in the overall outcome of the battle. Activities include retrieval practice, the use of video evidence, a prioritising exercise as well as discussion and debate. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show how fighting in the trenches led to terrible injuries, infection and problems in treated the wounded. Students judge which medical conditions were the worst and rate them according to their severity. Case studies include trench foot and shellshock with an excellent BBC link to treating infection on the battlefield. They also learn the difficulties of transporting the wounded and which facilities were available for this at the beginning of 1914 and how this changed over time. Activities include recall and retrieval, evaluation and judgement, discussion and debate, a thinking quilt linking ideas together, as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to explore the conflicts between the US Government and the Plains Indians in the 1860’s. It is split into two parts. The first part analyses Little Crow’s War of 1862 and the second part analyses the Sand Creek Massacre of 1864. Students are required to place themselves in the shoes of Little Crow and have to choose which decisions he took against the US Government as a result of the Dakota Sioux’s plight, which became more and more desperate. This is completed in the form of a quiz where points are allocated for the right decisions taken by the students. Answers are given throughout if wrong choices are made with accompanying explanations. There is a printable worksheet included on which they give information about his early life and the reasons for growing tensions with the US Government. The sheet also tracks the decisions made by the students and the points awarded for each decision. At the end of the task, students will be keen to hear that the results are in and a winner announced! In part 2 of the lesson a chronological exercise as well as questions around the impact of the Sand Creek Massacre will be posed to the students. The plenary requires some critical thinking skills around causal equations. 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.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to recognise the implications of the passing of the Dawes Act of 1887 and the final assimilation of the Plains Indians by the US Government. Students begin and end the lesson with a retrieval wheel using key words they have to define, which have been used throughout the course. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction. They analyse the Dawes Act in detail and make inferences from it before they evaluate its impact on the Plains Indians. There is also some source analysis to complete as well as colour coding a thinking quilt linking key terms and their definitions. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

Rise of Dictators The aim of this lesson is to decide if Idi Amin was either an idiot or just simply evil. Students learn about his early life with an absent father and a poor education, completing a missing word exercise, Thus their initial leanings of sympathy towards him may lead them to question the aims of the lesson. However they will soon have to analyse information of how he came to power and his subsequent rule of Uganda. By rating each episode of his life, this should be able to challenge their original assertions and begin to make valid judgements about him. Further video evidence will enable them to make an overall evaluation on his reign as Ugandan President. Being a heavyweight boxing champion of Uganda gives a nice link to a ‘boxing’ debate on his leadership qualities and personality. The debate also recaps on some key words used as with the plenary which requires them to complete a literacy race. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to decide Henry’s priorities on becoming King of England Students have to think which were Henry’s most pressing problems, before being given some help and guidance. They then have to prioritise which four things would be paramount to him and explain why. Using the information acquired, they can then begin to piece together which problems he faced and why, and plot this on a grid. The plenary requires them to write down the questions to the answers provided during the lesson. They are also introduced to a written answer to an exam question, which they analyse and evaluate before deciding which mark it could be awarded. There is some feedback from the exam board given here and a mark awarded. They can also plan an answer to this question themselves, before looking at the exam commentary, with a writing frame provided. 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 question preconceived ideas of Henry being a strong and successful King. Students will need to analyse video and source evidence as well as complete some multiple choice questions to decide how much of a strong and successful king he really was. They will also study the Tudor family tree and explain why he might have had a more secure and legitimate claim to the English throne than his father did. There is a missing word activity for the plenary as students work out the correct answers to what they have learned 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the early problems Henry faced as King. Students begin by prioritising the problems he faced and also deciding if they were short or long term. There is also some focus reading where they will be required to take notes by categorising the information required. Some video analysis using David Starkey will also give some context to the start of Henry’s reign. There is some exam practice to complete with a supplied writing frame and an introductory model answer to use if 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 decide what Mary’s main priorities were on becoming queen. Students learn the problems she faced on her accession and why her and Edward’s reigns have been labelled a mid-tudor crisis by historians. They are given a timeline of Mary’s rule to analyse and complete a diamond nine prioritising activity on her key agenda. They will then be able to make a judgement so far on how fit they think she is to rule and why the historiography of Mary has changed over the years. There is a key word bingo activity to finish the lesson as well as some exam extract analysis practice, with a writing frame and markscheme to help if 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.

Conflict and Tension 1918-1939 This lesson analyses the weaknesses of the League of Nations. Students recap on some of its successes at the start and link images and films to its performance in the 1920s. They then have to analyse and evaluate a list of sixteen statements and prioritise the reasons why it ultimately failed. They are also given some GCSE exam practice questions with advice on how to answer them correctly, complete with model answers and how to plan using key skills in the exam. 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 The aim of this lesson is to analyse the thoughts of France, Britain, the USA and Russia and their reaction to Hitler’s foreign policy. Students are also introduced to Britain’s policy of appeasement and have to rate how effective negotiating with Hitler might be. Students have a choice of task from answering a GCSE question, to a balloon debate or to making flashcards to reinforce their learning. The plenary asks them to evaluate a number of silhouettes in a crowd and which character would best represent the Allied leaders. 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 The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise. The lesson is quite topical and uses current political events to discuss conciliation and compromise. The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise. As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea . Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons. 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 This is the final lesson in exploring the causes of World War II. As Hitler invades Poland, students reflect upon the main reasons why Europe descended into war. Students are required to colour code the main causes of World War II by linking them to five main categories. They also have a chance to demonstrate their understanding by providing evidence and qualifying their judgements. The final part of the lesson is geared towards preparing them for a GCSE assessment by analysing and tackling typical GCSE questions 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, 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 ascertain how smoothly Elizabeth consolidated her power on her succession to the throne. Students use source and documentary evidence to argue how Elizabeth used her coronation so effectively and think how Cecil might advise the Queen from the outset. There is a true and false activity as well as some source scholarship to consolidate the learning in the lesson. Students also have to think why a proposed marriage to Philip II of Spain might have its merits. 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.

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: A Church, charter, commemorate, compare, crusade, Domesday Book, Doom painting, evidence, feudalism, function, government, Harrying of the North, historical source, infer, interpretation, laws, martyr, medieval, Motte and Bailey Castle, parish, parliament, penitence, pilgrimage, reign, siege, significant, sin, surrender, The Church, tithe. The slides come in PowerPoint format so they are easy 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.