AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question whether the Nazi economic miracle between 1933-9 was merely a propaganda myth. The exam practice question is introduced from the start and revisited throughout to check judgement and understanding. Students are introduced to the economic policies of Hjalmar Schacht and how he managed to stimulate the economy through for example building homes and autobahns, mefo bills and tax concessions. Students soon discover how Hitler’s meddling and appointment of Hermann Goering to the Four Year Plan, spelt disaster for the economy. Through a variety of tasks including a true or false quiz, a positive or negative challenge and plotting on a graph, they soon build up a picture of what the reality was for the economy despite the contrary messages from propaganda. The plenary requires them to describe, explain, list,correct or erase the learning from the lesson. 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.

This is a summary revision guide tailored to the OCR Conflict and Cooperation 1918-1939 unit for GCSE (International Relations: The Changing International order 1918-2001). The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it set out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out to the students who can also use it for interleaving and homework. The resource is editable and can be changed to suit with PDF and Word formats included. Any reviews of this resource would be extremely welcome.

This 42 page revision guide is tailored to the Edexcel Medicine Through Time c.1250 to present specification for GCSE 9-1. It 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 can be edited and changed to suit with both PDF and Word files included. 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.

**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.

This guide is aimed at students to help them study, revise and be prepared for the AQA Elizabethan Historic Environment question for 2025. I have broken down the main details into manageable chunks using the 5 w’s of what, where, when, why and who , This guide has been revised from my 2018 version and focuses on the main concepts of location, function, structure, design, people connected to it, the culture, values and fashions of the time and how the site links to important events of the period. I have also included all the key information needed such as Bess’s background and status, the latest in fashions and the designing of Hardwick Hall as well as its furnishings and garden layout. Please note that many of the pictures from the AQA guidance on Hardwick Hall are not included due to copyright. Please feel free to therefore adapt the guide and include them. Any reviews on this resource would be greatly appreciated

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the systematic persecution of minority groups in German society. Whilst the Nazis aimed to create a unified and homogeneous national community by promoting a sense of collective identity among “racially pure” Germans, students will find that this idea was based on the exclusion of those deemed “racially inferior” or politically undesirable. Students are introduced to the theory of eugenics and the significance of this theory when applied to this persecution. Students learn about the policies towards different minorities including Roma and Sinti peoples, disabled, homosexuals, religious groups and the Euthanasia programme set up in Berlin. There are tasks to complete throughout including prioritisation exercises, key questions and source analysis. The lesson is quite literacy heavy and may have to 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 growing discrimination and persecution of Jewish people in Nazi Germany between 1933-7. Students begin by evaluating some Nazi propaganda posters and a source from an eye witness account to gain an understanding of the changing Nazi policy towards Jewish people. They will also learn about the different laws and measures introduced and how these impacted upon the Jewish community living in Germany. There is also a focus on the Nuremberg Laws and their impending impact. I have also included who was classed as a Jewish person in Germany and how this applied through their ancestry, rather than heritage. 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 short and long term impacts of key events upon the Jewish community between 1938-40 such as the Anschluss, Kristallnacht, emigration and the invasion and Poland. Students begin the lesson by analysing the events of the Anschluss and the impact upon the Jewish community living in Austria. They are also required to match up a number of statements on the significance of decrees passed in Germany leading up to Kristallnacht and discuss why this event was pivotal for the Jewish people in Germany and Europe. Further analysis of voluntary and forced emigration within Germany and the key figures of Heydrich and Eichmann will give the students an in-depth and rounded study of the period, together with details of the flawed Madagascar plan. The lesson will culminate with a final assessment of the invasion of Poland will require them to prioritise the most important reasons for a change in policy towards the Jewish question in Europe. There is a thinking hats plenary to finish with some exam question practice, complete with markscheme finishes the lesson. 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 evaluate the reasons behind the radicalisation of Nazi policies towards Jewish people in the years 1940-41. The scene is set with the outbreak of war, the invasion of the Soviet Union and further restrictions placed on Jewish people in Germany. Students follow a flow diagram of events with questions posed throughout. There is also a case study of the Warsaw Ghetto and its uprising. They are then introduced to the Einsatzgruppen, what their key aims were and the possible actions they carried out in a true or false quiz. Further information, including whether the group were ‘ordinary men’ or ‘willing executioners’ is examined before students complete a quiz to check their understanding and consolidate their learning. 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 The aim of this lesson is to judge how rebellious the youth of the Weimar Republic really was. Students are required to complete some source scholarship and evaluate a range of information to make up their minds before tackling an exam practice question. They analyse how they were educated and the provision of schooling along class lines as well as there affinity to youth groups and youth gangs. The plenary however challenges this negativity and gets students to think of positive aspects of youth culture. Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and a generic markscheme. 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 judge how far Jewish people assimilated themselves into German society. Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929. The plenary is a flash card activity where the students link people and events to themes throughout 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 success of Stresemann’s policy of fulfilment. Was his commitment to fulfilment just a devious policy to cover up his nationalist agenda or is this too harsh a judgement and Stresemann remains one of the outstanding political figure of the Weimar era? Students begin by learning what fulfilment was and how the Allied powers viewed Germany by 1924. They will then analyse what Stresemann achieved such as the Locarno Pact, Kellogg-Briand and Berlin Treaty. However further analysis reveals some secret dealings with Russia and rearmament; in some exam question practice students will be required to make a judgement as said above. He plenary asks students to unscramble some key words from the lesson and explain their context. 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 stability and strength of coalition governments during the ‘Golden Age’ of Germany. Students begin by assessing why this time has been called a period of political stability, with extremist group and anti-Republican parties losing support. They hava a number of statistics to analyse as well as making a judgement as to how stable the Republic really was. The election of Paul von Hindenburg will give them ammunition as well as information about the political parties to attempt some GCE question practice at the end. The plenary gives some humour to the political machinations of the Weimar Republic where students have to answer questions by splatting bubbles. 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 evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic. Students begin the lesson with some differentiated questioning on the reasons for the collapse of the coalition and its immediate impact on Government as well as analysing the opposition to the Young Plan and the effects on law and order. They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies. The plenary Is an odd one out activity to consolidate the learning from the lesson. Some exam practice can be completed at the end, 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 assess whether the war in the East was the main reason for the implementation of the Final Solution. This lesson can be delivered over two, with the breath and depth of information covered. Students begin with a recap of some key dates in their implementation of anti-Semitic policies. The significance of the Wannsee Conference is explained, with a comprehension task and timeline guide to examine in the move towards the Final Solution. There are some key multiple choice questions to answer as well as some map analysis of the concentration and extermination camps in Europe. Case Studies on Auschwitz and Ceija’s Story give context to the horrific crimes committed by the Nazis in this period. The final parts of the lesson focus on Jewish resistance (with a colour coding activity to complete) as well as a note on the death marches and questions over who bears responsibility for the holocaust. The lesson is quite literacy heavy and may have to 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 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 determine the strengths and weaknesses of the Weimar Constitution. Students are introduced to the reasons why a constitution was introduced and a new Republic set up. They then have to analyse the details of the constitution, assessing its strengths and weaknesses. This also includes deciding the winners and losers and the issues still facing Germany as a consequence. There is a focus on some key details such as Article 48 and the rule by Presidental decree as well as the survival of some undemocratic institutions. There is some exam practice to complete if required, complete with hints and tips and a generic markscheme included. The plenary concludes with a find and fix activity, 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 examine the terms of the Treaty of Versailles and assess the German reaction to it. Students begin by completing a missing word task to gauge the German ‘acceptance’ of the Armistice. They learn about Wilson’s 14 points and in groups put themselves into the shoes of the Big Three to decide how to punish Germany, with prompts given for help. Students also examine and analyse the terms of the Treaty and decide where German pride, economic and military power were challenged. They then have to determine how justified German complaints were against the Treaty and whether they were being too unrealistic. This is followed up by some exam question practice, complete with a detailed markscheme. The plenary asks them to think of answers for because, but and so questions to challenge thinking. 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 why opposition to the Nazis was limited and sporadic. Students begin the lesson by giving reasons for opposition and how it might vary across different sections of German society. A number of tasks are completed on different types of opposition to the Nazis, from youth groups, Churches, elites and the army. For each opposition group there are key questions, source analysis, links to video footage and a requirement to discuss and debate. The plenary exemplifies this discussion and debate with a talk like an expert task. The lesson may be delivered over two lessons. There is some exam practice to be completed at the end with the challenge that opposition methods were too varied and fragmented to be effective against the Nazis. There is a 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.