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 aim of this lesson is to decide what makes a successful Medieval Monarch.
Students are asked for their ideas before being given the criteria for a successful medieval monarch (such as leaving an heir and not being murdered!)
The main part of the lesson requires students to conduct an investigation into three monarchs and decide how successful each of them were using a table to chart their success.
When they have made their judgements, they complete an extended writing task, with scaffolding and help given if required.
The plenary gives twelve answers, to which students have to work out the questions
This lesson includes:
Fun, engaging and challenging tasks
Links to video footage
Printable worksheets
Differentiated tasks
Suggested teaching strategies
Powerpoint format, which can be changed to suit
These lessons have been written to deliver the unit for AQA GCSE 9-1 Conflict and Tension, 1918-39.
By the end of this unit, students will be able to understand the complex and diverse interests of different individuals and nation states in trying to preserve the peace and the setting up a League of Nations.
They will focus on the national self determination of states, the ideas of internationalism and the challenges of revising the Versailles Peace Settlement.
Students will also evaluate the causes of the Second World War, how it occurred and why it proved difficult to resolve the issues which led to its initiation.
They will also study the role of key individuals and groups in shaping change and how international relations were influenced and affected by them.
All the lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have added many of the typical GCSE questions AQA have supplied, from source analysis, write an account, to the longer 16+4 mark questions. Markschemes and tips on how to answer the questions to achieve the higher level marks have also been included.
The lessons are as follows:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
L6: Introduction to the League of Nations
L7: The structure of the League of Nations
L8: The Commissions
L9: How successful was the League of Nations in the 1920’s?
L10: The decline of International Cooperation (free resource)
L11: The Manchurian Crisis
L12: The Abyssinian Crisis
L13: Was the League destined to fail?
L14: Hitler’s Aims
L15: Reactions to Hitler’s Foreign Policy
L16: The road to war and German rearmament
L17: Reoccupation of the Rhineland (free resource)
L18: The Anschluss
L19: The Sudeten Crisis
L20: The Nazi-Soviet Pact
L21: Why did World War II break out?
Lessons also include retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
As TES restrict Bundle sizes to 20, Lesson 17 (Reoccupation of the Rhineland free lesson) will have to be downloaded seperately.
Any reviews would be gratefully received.
Conflict and Tension 1918-1939
This series of five lessons introduce the first part of the AQA Conflict and Tension course 1918-39 and focus on peacemaking after World War One.
Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions AQA have so far supplied, from source analysis, write an account, source opposition to the longer 16+4 mark questions.
The lessons are broken down into the following:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
Lessons also include some retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
Conflict and Tension 1918-1939
This lesson analyses the other treaties which were placed upon Germany’s Allies, notably Trianon, St Germain, Neuilly, Sevres and Lausanne.
Students recap quickly on the terms of the Treaty of Versailles and are introduced to the other treaties, which they recognise follow a similar punitive pattern.
As they unpick each of the treaties bestowed upon Austria, Hungary, Bulgaria and Turkey, they have to question why the Allies reversed their original peace treaty of Sevres and evaluate the impact this had on the international community.
This lesson comes with worksheets, differentiated questioning and a plenary which challenges their learning for the lesson.
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 lesson focuses on the various attitudes and reactions of the Allies after the Treaty of Versailles was agreed and signed.
The students begin by analysing and evaluating a number of sources from a German point of view and decide how and why the Germans would react in this way.
They then have to plot the thoughts of the allies on a grid, again making their own conclusions and judgements on their viewpoints.
The plenary is a ten question quiz which will test their new learning.
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 make sure students are able to remember the finer points of the Treaty of Versailles
By the end of the lesson they should be able to give an accurate, detailed knowledge and understanding of which parts of the Treaty the Germans hated the most and why
Using a podcast, video evidence and different revision techniques in the classroom such as using a chatterbox, students using this lesson will have the tools required to answer a GCSE practice question making substantiated judgements.
Furthermore they are given a student friendly markscheme which they can use to peer assess their work.
This lesson has a variety of learning strategies to enable a fun, engaging and challenging lesson.
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 an introductory lesson to the course.
The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask.
There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed.
Students analyse the aims of the Peacemakers based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes.
Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals.
Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given.
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.
Conflict and Tension 1918-1939
This lesson aims to explain and evaluate the Allied response to Hitler’s reoccupation of the Rhineland.
Students learn why this event was significant in the road to war and how Hitler’s gamble paid off.
They analyse video footage of the time, complete a caption competition, a true or false quiz and a text mapping exercise before they answer a 12 mark GCSE practice question (with some guidance and help 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.
Conflict and Tension 1918-1939
This series of eight lessons introduce the third part of the AQA Conflict and Tension course 1918-39 and focus on the origins and outbreak of World War II. Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions AQA have so far supplied, from source analysis, write an account to the longer 16+4 mark questions. The last lesson also gives some GCSE practice questions and examples of how to answer them.
The lessons are broken down into the following:
L1: Hitler’s Aims
L2: Reactions to Hitler’s Foreign Policy
L3: The road to war and German rearmament
L4: Reoccupation of the Rhineland (free resource)
L5: The Anschluss
L6: The Sudeten Crisis
L7: The Nazi-Soviet Pact
L8: Why did World War II break out?
Lessons also include some retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
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.
Conflict and Tension 1918-1939
This lesson analyses the reasons for Hitler and Stalin signing the Nazi Soviet Pact and how and why Britain and France were rebuffed by Stalin.
Students have the chance to understand the background to their decision and how Stalin had finally had enough of the Allies foreign policy aims towards Hitler.
They do this through using some differentiated resources, including video footage, some higher order questioning as well as evaluating some key sources from the time.
Towards the end of the lesson, students are required to recognise the short and long term consequences of the pact and have the chance to answer a 16 mark GCSE practice question, with some help if required.
The plenary focuses on a literacy task using the key words used in the lesson.
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
Students in this lesson piece together the events surrounding Hitler’s invasion of the Sudetenland and ultimately Czechoslovakia.
They are required to question the wisdom of the policy of appeasement, but also analyse the reasons why Chamberlain pursued this policy and the strengths and weaknesses of this.
The lesson is accompanied by a quiz in which points are accumulated for the correct answers, video footage and source material which enable students to answer a ‘how useful’ GCSE source question.
They also have to put events in chronological order culminating in the Munich Agreement. They then have to rate these events in order of seriousness and judge which event(s) ultimately contributed to the causes of World War II.
The plenary tests the students’ new knowledge from the lesson by analysing some odd one out statements.
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 anaylse how Hitler united with Austria in 1938.
Students will learn how Hitler fulfilled one of his aims of uniting Germans, the Volksdeutsche, by invading Austria.
This time, Hitler has learned from his mistakes from the Dollfuss affair, but is now in a position of strength.
Students have to decide how ruthless he is in his demands from the Austrian Prime Minister, Schuschnigg.
Students complete a true or false quiz, before analysing video footage and undertaking a card sort activity to determine the causes of consequences of the invasion.
This will enable the students to tackle the ‘write an account’ question.
There is a retrieval grid to complete for the plenary.
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
In this lesson students have the chance to plot a road map following Hitler’s rearmament in the 1930’s leading to the outbreak of war.
Students analyse events in Austria, the Saar and political agreements such as the Stresa Front and the Anglo-German naval agreement to judge how these might give Hitler the ‘authorisation’ to rearm.
By the end of the lesson, students will be able to tackle a ‘write an account’ GCSE practice question of how Hitler broke the terms of the Treaty of Versailles.
They will be able to focus on the causes and consequences of his actions, taking advantage of the frailties and insecurities within Europe and the League of Nations.
The plenary further encourages further recall and understanding of Hitler’s aims.
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
What did Hitler want for Germany when he came to power and what were Hitler’s aims?
This lesson is a key component to understanding and analysing the causes of World War II.
Students are introduced to Hitler’s foreign policy and decide which were his six main aims for Germany.
They also have to link these aims back to the Treaty of Versailles and decide what Hitler’s intentions were from the start.
There is a chance to complete a literacy challenge at the end as well as answering a GCSE source question with some guidance 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.
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
This series of eight lessons introduce the second part of the AQA Conflict and Tension course 1918-39 and focus on The League of Nations.
Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions in these lessons from source analysis, write an account to the longer 16+4 mark questions.
The lessons are broken down into the following:
L1: Introduction to the League of Nations
L2: The structure of the League of Nations
L3: The Commissions
L4: How successful was the League of Nations in the 1920’s?
L5: The decline of International Cooperation (free resource)
L6: The Manchurian Crisis
L7: The Abyssinian Crisis
L8: Was the League destined to fail?
Lessons also include some retrieval practice activities come in Powerpoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
Conflict and Tension 1918-1939
How was the League affected by the Wall Street Crash and the Great Depression which followed?
This lesson aims to explore how the League’s weaknesses came to the fore as countries such as Germany and Italy looked to dictators like Hitler and Mussolini to solve their problems.
Students use a cause and consequences exercise and then analyse Stresemann’s policies to build up a picture of why the League lost favour in the 1930’s.
There is also a chance to complete a GCSE source question which focuses on provenance.
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 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.
