The Suffragettes The aim of this lesson is to analyse the Cat and Mouse Act of 1913 and the actions of the Liberal Government against the Suffragettes in their quest for the vote But as the students will have to work out, this act was used for propaganda purposes by both sides to put each other in an unfavourable light. It was after all the Suffragettes who coined the phrase the Cat and Mouse Act and made sure everyone knew the callous actions of the Liberal Government! As well as completing a prioritising exercise and a literacy challenge, an excellent video allows students to question how it worked and why the Government used it (petrified they might have Suffragette ‘martyrs’ dying in prison). At the same time, they had no doubts about criminalising the Suffragettes with mug shots from prison as the Suffragettes refused to accept their actions as ‘criminal’ and instead ‘political’ (thus refusing to have their photographs taken as shown on the opening slide). Students have to analyse the various propaganda sources from each side and decide the messages, who they were targeted against and how effective they were in their aims. These opinions have to then be tweeted according to various people in society and how they might have be influenced by seeing them. 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 Suffragettes The aim of this lesson is to evaluate how far women in Britain have gained equal rights. From the Representation of the People’s Act in 1918, to the 1928 Act giving all women the right to vote at 21, has this meant women are now on an equal footing to men? Unfortunately as the given adverts (both on tv and posters) suggest, there is still a long way to go. Laws have been introduced since the war to give women more freedoms and rights; students have to decide if these changes have affected their home life, their personal life or their work life or do they interlink all together? However, whilst some brilliant BBC footage show the changes women have undergone, students analyse recent figures which show the gender pay gap and the differences between part and full time work to prove the gap is still clearly significant and falls short of equality. Their final task is to therefore answer the main aim of the lesson and decide how far women have gained equal rights in Britain, with a focus on the extent of change. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is judge how Protestant England became under the Edwardian Reformation. There is also a distinction made with the Protestant views of Edward and the contrast between the Edwardian Reformation under Somerset and Northumberland. Students begin the lesson by studying an overview of the main changes during the Edwardian Reformation and analysing the Protestant views of Edward. They learn the distinct religious differences between the rule of the two Dukes before their evaluate how Protestant the country had become under both. There is some guidance on some learning trouble spots concerning the spread of Protestantism within the country and therefore how hard it is to judge and answer this question. There are some additional tasks if needed concerning the major players in the Reformation under Edward VI as well as some source analysis and details on the significance of the Chantries Act. There is some exam practice to complete at the end, using sources with help, prompts and a markscheme is 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.

This resource in booklet form sets out the whole AQA GCSE 9-1 Britain: Health and the People c.1000 to present course in two sides of A4, including the exam questions This is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. The summary guide includes all the main individuals, events and discoveries made which are asked in the exam. It is also great and cheap for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! I have included both PDF and Word formats if there is a wish to change and adapt.

This resource in booklet form sets the AQA GCSE 9-1 Germany 1890-1945 Democracy and Dictatorship course out in two sides of A4. This is ideal for the student who wants a quick recap of the course as it sets out all the main details, people and events in bullet form. It is also great for quickly printing and giving out for revision lessons, interleaving or for homework, especially when the course content has now doubled for the GCSE 9-1 exam. I have included PDF and Word formats if there is a need to change or adapt. This is cheap to photocopy and includes a summary of the exam questions from the start. If you like this resource, please check out my full revision guide for AQA GCSE 9-1 Germany 1890-1945 here: https://www.tes.com/teaching-resource/aqa-gcse-9-1-revision-guide-germany-1890-1945-11764985

Edexcel GCSE 9-1 Medicine Through Time, c1250-present These key individual flashcards aim to get the students thinking of key people and their significance in medicine. I always find students have revised thoroughly for exams, but do not push their grades into the higher brackets as they focus on content rather than the individual’s impact and importance, particularly over time. These flashcards are great when addressing the 12 mark ‘explain why’ question, particularly when arguing over rapid change. There are 33 individuals listed, including those for the Historic Environment; The British sector of the Western Front. Students can use them in class (I use them as starters and plenaries) or to take home and use for their own personal revision programme. I also display them in the classroom (enlarged) and use when teaching this unit of study. The resource comes in Powerpoint format if there is a wish to adapt and change.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to explain to the students the tricks and skills of answering the source questions set in this part of the exam. They will learn how to comment on the utility and purpose of sources, by questioning their provenance as well as using their own knowledge. They will analyse a variety of sources and be able to question their relevance and well as their limitations. Students will also write about the details of a source and follow these up with questions of their own. I have provided exemplar answers in this lesson and examples of the skills to use when completing GCSE exam questions. Activities also include recall and retrieval, analysis and evaluation of different types of sources 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 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.

**Medicine Through Time, c1250-present ** This resource is a condensed version of the Medicine Through Time course onto two sides of A4 . It is ideal for the student who wants a quick recap before the exam as it includes all the main details in booklet form. Simply print out double sided and fold down the middle. It is also great for giving out during revision or cover lessons, especially when the students claim they cannot remember anything they have been taught! This resource can be also used for homework and interleaving or for retrieval practice. It can also be easily emailed to parents or put on the school drive for easy access. I have included both PDF and Word formats if there is a need to change or adapt.

Migration Nation The aim of this lesson is to assess which individuals from the Caribbean had the greatest impact on British society before the Windrush generation. This lesson is therefore the first part out of two focusing on Caribbean migration to Britain. I have selected four individuals to discuss, address, highlight and evaluate: Mary Seacole, Mary Prince, Harold Moody and Walter Tull. Each character is assessed using information given on their contribution to Britain, from autobiographies to sport, to medicine and changes in the law. Ultimately using some select criteria, students have to make a judgement on who had the biggest impact upon Britain at the time. There are video links, source analysis as well as literacy and extended writing tasks on each person. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

The Industrial Revolution The aim of this lesson is to assess how close to revolution England became as a result of the actions of the Luddites in Northern England and the Rebecca Riots in Wales. This lesson is therefore split into two. Firstly students are given context of the heightened tensions and the fears of the Government with events abroad. To piece together the story of the Luddites, they are required to analyse two sources and use video evidence, before they decide how much of a threat the Luddites were to the authorities. They will than have to judge and explain their reasoning using some statements given. The second part of the lesson will make a comparison with the Rebecca Riots in Wales. Students will learn about the events and seriousness of the riots through a multiple choice quiz, with points awarded for the correct answers, to make it competitive. They will then have to decide which actions of both proved the most serious and hence which posed more of a threat to the authorities. This can be seen in the aftermath and how they dealt with those involved. There are a number of literacy activities to complete including definitions, finding the missing words and unscrambling key words 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.

AQA GCSE Britain: Health and the People, c1000 to present The aim of this lesson is threefold; to understand the beliefs and treatments of the Black Death, to recognise why these had a detrimental affect on medicine and to understand the similarities between the Black Death of the 14th Century and the Plague of the 17th Century. This lesson can be delivered over two, owing to the content and challenge. There are numerous learning tasks for students to complete, from tabling the symptoms of the Black Death and Plague, using sources to map out the beliefs and treatments at the time, a thinking quilt, as well as plotting the similarities of the Black Death and the Plague on a skeleton hand and tackling two GCSE practice questions. A find and fix task at the end checks understanding and challenges student thinking. 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.

Cold War The aim of this extended lesson on the Vietnam War is to analyse its significance in the Cold War; from its dubious beginnings and inception to the types of weapons used, the war crimes which followed and the ensuing lack of support at home as well as the consequences for the civilian population of Vietnam. So why did America fail to win this war despite overwhelming manpower, control of the air and sea and the most modern military weapons available at the time? As a starting point, students focus on Paul Hardcastle’s 19 song and his reasons for writing it and analyse the photograph of Kim Phúc before examining the details surrounding the Gulf of Tonkin resolution. They are given a number of differentiated tasks to analyse both American and Vietcong tactics to win the war (using printable worksheets) and the horrors surrounding search and destroy and the My Lai massacre, the tunnelling system as well as the use of napalm and agent orange. At the end they will prioritise the reasons for Vietcong success and American failure and how this war played its key part in the Cold War. 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.

AQA GCSE Britain: Health and the People, c1000 to present The aim of this lesson is to assess the contributions made by Louis Pasteur and Robert Koch to improvements in medicine (such as vaccines and bacteriology) in the late 19th Century. By the late 1800’s, the focus had moved away from antiseptic to aseptic surgery. Students will learn how Pasteur made his monumental breakthrough in 1861 with his Germ Theory, aided through the factors of chance, government and scientific experimentation. However as he was only a chemist it was the German doctor Robert Koch who applied Pasteur’s theory to human disease to convince doubters that microscopic germs could kill something as advanced as a human. Students will rate their progress in these discoveries and make substantiated judgements on their effectiveness and performance in the development of vaccines. There are also links to Charles Bastion and William Tyndall and their similar rivalry in Britain. The lesson includes GCSE practice questions on factors and significance with source analysis and video links throughout. 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.

AQA GCSE Britain: Health and the People c1000 to present The aim of this lesson is to make the factor question (factors affecting the development of medicine such as war, individuals, science and technology, government, individual brilliance and chance) more accessible to students. A question that we think is an easy one for them to answer in fact causes the students the most difficulty. I find students begin to panic and forget everything they have learnt over the course; many answers become scrambled into a vague paragraph or into a few sentences on some individual’s stories. This lesson can be delivered over two as there is quite a lot of information to get through. A ‘model’ answer is given to them, only for it to be dissected and the ‘generalisations’ identified and highlighted. Some key assessment tips and advice from the exam board to their markers is shared to show students how to create a model answer reaching the higher boundary grades. Students can be properly assessed using recent specimen questions which come complete with an up to date mark scheme from the exam board and my own student friendly mark scheme to peer or self assess in class, where they are shown how they can improve. Further activities include revision on how to categorise the factors and topics which could possible come up in forthcoming exams. It is inevitable that this question will undoubtedly become more demanding and specific as the course embeds itself. 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.

The English Civil War The aim of this lesson is to decide why an audacious plot was hatched against James I by Catholic plotters and why the conspirators themselves might have been framed by the Government. This lesson is therefore split into two. The first half examines the men and their roles in the infamous plot to blow up the King on November 5th, 1605. Students are introduced through talking heads to Guy Fawkes and King James. They also study sources from the time, including Robert Cecil’s account of the plot and analyse the words trying to make inferences between fact and fiction. A model answer is provided to aid their analytical skills. Furthermore they will evaluate the causes and consequences of the plot, the reasons for its failure and the significance of the conspiracy today. The second part of the lesson will require the interpretation of a number of sources to decide if the plotters were actually framed by Cecil and the government who allegedly knew about the plot all along and actively encouraged it. Students have to decide for themselves before reaching a judgement using key words to aid them. This is excellent groundwork for source analysis they will later tackle at GCSE. The plenary is to talk like an historian answering key questions using information from the lesson. 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 resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

This lesson has two aims; to discover if medieval towns were dangerous places to live and to question how dirty and unhygienic they actually were. Students learn how Medieval towns grew up through Charters and Guilds and how shops and their names and surnames became intertwined. An exercise tests their ability to interpret shop signs. They analyse a number of statements about the dangers facing townsfolk and evidence this on a road map (or dirt track) using danger symbols and accompanying road signs. The second part of the lesson focuses on the filth and dirt of Medieval towns and questions how much the local authorities did. Students evaluate how hygienic towns were, colour coding thermometers and rating each step taken by the local authorities (or not as the case may be). This lesson is therefore designed to be interactive, fun, challenging and engaging and could be used over two lessons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate to what extent were the elites, workers women and young people affected by war between 1939-45 in Germany. The students analyse and evaluate the roles played by these different groups in turn during the war and assess how each group were impacted. Key questions are asked throughout and students are required at the end to prioritise which group was the most affected and why. The lesson may be delivered over two lessons. There is some exam practice to be completed at the end, with a focused markscheme provided if required. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of Albert Speer in armaments production. The lesson begins with a recap of the policies previously mentioned of Hjalmar Schacht and Goering in his Four Year Plan. Students will assess how much of an impact their policies had preparing Germany for war and if the German economy was on the verge of collapse before from 1942. Students will learn about the background of Speer and how he implemented reforms and efficiency to turn the economy around with his appointment as Armaments Minister and War production. There is some source analysis to complete together with a true or false quiz at the end of the lesson. The exam practice will allow students to evaluate the successes of Speer’s policies as well as questioning deep rooted divisions and problems within the economy, which were unreconcilable and ultimately led to its collapse with the defeat of Nazi Germany. The lesson is quite literacy heavy and may have to be delivered over two lessons. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 This lesson questions to what extent the Nazis achieved their aims in relation to young people. The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft. Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany. The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims. A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings. Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included if required. 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.