AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a threat Lambert Simnel posed to Henry VII. Students are given the information about the role Simnel played and then have to categorise his rebellion into causes, consequences and events. They are also challenged to think and justify who would have likely joined the rebellion and why, using a number of given examples of disgruntled lords. Furthermore, they will be required to give a number of reasons for the lack of support for Simnel. There is some exam question practice, complete with scaffolding, key ideas and a generic markscheme supplied. There is an enquiry question posed and revisited 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.

Middle Ages Who was Genghis Khan and how did he rule the largest land area in history? Students learn about his early life and background and how he became such a powerful ruler. They are required to judge two things about him; how good a leader was he and was he was unifier who brought peace and stability or did he bring chaos and destruction to his Empire? They are required to debate and complete an extended piece of writing with argument words and a scaffolding structure to help them decide. The plenary consolidates their learning about Genghis Khan with key words used in the lesson, from which examples must be given for each. 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

AQA GCSE Britain: Health and the People, c.1000 to present This lesson aims to find out how significant Hippocrates and Galen were in the history of medicine and the continuity and change in medical knowledge. With the GCSE significance question in mind, the focus is on how their ideas and treatments were developed and used in the short, medium and long terms. Students find out, in depth, about the four humours for example and the use of opposites, with the acceptance of the Christian Church as well as how the emphasis on observation, diagnosis and professionalism which still exists amongst doctors today in the Hippocratic Oath. There are links to video footage and learning tasks to suit all learning needs. 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, c.1000 to present ** This lesson aims to find out why the Public health systems in Medieval towns were so poor. Some local councils tried their best, but the laissez-faire attitude of many including the government of the day as well as a lack of medical knowledge and disease control proved a major hindrance. Students have to decide the most important issues, both short and long term, causing the poor public health conditions by putting and prioritising the main ‘ingredients’ on shelves ready to put into a cauldron. There are some fabulous links to video footage as well as a true or false quiz and a game of noughts and crosses to finish. 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.

American Civil RIghts This lesson aims to question the impact the KKK had on America in the 1900’s. It starts by looking at some of the actions of the KKK and the fear and intimidation black Americans felt at the time. Students have to analyse a variety of evidence about the group before having to answer some differentiated questions, including voicing their judgements on its impact over time in the Twentieth Century There is also a link to the KKK today and what they are still trying to represent and promote. Students can also refer to this to build upon their conclusions as to the impact they had on American society. The plenary requires students to fix and fix statements using their knowledge gained 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, 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 assess the threat Perkin Warbeck posed to Henry VII. Students are required to plot the causes, events and consequences of his rebellion(s) as well as discovering others such as those from De la pole, the Cornish and Yorkshire rebellions. They are also required to evaluate the biggest threat of all the rebellions to Henry, including Lamber Simnel, Lovell and Stafford rebellions studied previously. There is a key word literacy plenary to complete before students undertake some exam question extract practice, complete with scaffolding, planning ideas, the key information required as well as a generic markscheme. There is an enquiry question posed and revisited 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 twofold: to introduce the A Level course and its requirements and then to assess the strengths of Germany before 1914. The course requirements are outlined to the students and how it will be assessed through the two examination components of source analysis and essay writing. The second part of the lesson analyses the three Reich’s in Germany and how it was governed from 1871. A colour coding activity on Germany unification, questions on the impact of World War I on Germany and its political structure under the Kaiser will allow students to evaluate the strengths and weaknesses of Germany in 1914. 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 problems Stresemann faced as Chancellor. Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition. They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required. Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany. Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use. The plenary is an old favourite of head, heart, bin and bag. 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 GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to study and analyse the fascinating Weimar culture that Germany experienced in the 1920’s and to evaluate how it changed Germany in the Roaring Twenties. Art, film, architecture, music and cabaret, theatre and fashion radically changed in Germany and led to the Golden Age which Gustav Stresemann had laid the delicate foundations for. Students analyse these changes through artwork, sources and music of the time, as well as a thinking quilt which focuses on key words and terms used in the lesson. By the end of the lesson, they have to judge how these cultural changes have impacted upon Germany society and explain why these changes have left a lasting legacy today. The final part of the lesson is to answer a GCSE practice question on how Weimar culture impacted upon lives in Germany in the 1920’s. 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 GCSE Germany 1890-1945:Democracy and Dictatorship This lesson focuses on two key questions - how were the Ruhr crisis and hyperinflation so closely linked together and how did they create both economic and political problems for the Weimar Republic between 1919 and 1923? The lesson is split into two parts; the first focusing on why the French decided to invade the Ruhr region of Germany and secondly the consequences for them and for Germany when they did. Students have to answer key questions on the invasion of the Ruhr and analyse sources which infer French brutality. A literacy task to follow challenges students’ understanding of the key words used. The second part of the lesson explains the causes and consequences of hyperinflation, its economic impact and winners and well as the losers in Weimar Germany. Some GCSE question practice at the end gives a student friendly markscheme to peer and self assess. There is a plethora of video footage and primary sources to analyse throughout the lesson as well as simplified and chronological explanations. 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 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 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 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 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 understand the political vacuum left in Germany after the abdication of the Kaiser and the political consequences for Germany. Students begin with a definition task using some key words and phrases linked to the Treaty. They are then introduced to the political machinations of Ludendorff and the implications of the Peace Note. A chronological and multiple choice task as well as a ‘Am I a robot?’ exercise allow students to grasp the consequences of the abdication of the Kaiser and analyse the political parties vying for ascendancy in the Republic. Some exam question practice completes the lesson using sources, with a model answer given if required. 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 effects of hyperinflation upon German society. There is much debate on whether Germany had the ability to pay its reparations; students have to decide how exaggerated German woes actually were. Moreover Germany had been suffering from inflation since 1918; students again have to decide why the government pursued an inflationary policy and how this was enforced politically upon them. Students are also required to assess the winners and losers of hyperinflation and who was affected in the short, medium and long terms. Finally there is a literacy bodged plenary to complete together with some source exam question practice, with a planning sheet and generic markscheme if required. 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 strength of the Weimar economy under Stresemann. Students recap in the Ruhr crisis before they had to complete sentences to predict how the economy will fare under Stresemann. They are given a exam question to plan and prepare using the information provided – they will need to focus on the economy’s short and long term strengths and weaknesses. The thinking hats plenary uses differentiated questions for the students to decide the extent of the recovery. A final source exam question can be used for a homework with a planning sheet and generic markscheme provided. 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 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 question whether the ‘new woman’ in the Weimar Republic was no more than a myth. The beginning of the lesson focuses on social welfare and who was entitled to what at the end of the war. However, students learn how many people felt cheated by the system and assess why so many different groups felt aggrieved. In the second part of the lesson, students ascertain who was classed as the new woman in Weimar Germany. They also evaluate whether the new freedoms afforded to women were in fact inconsequential in areas such as politics, employment and sexual freedom. Case studies for four women are scrutinised before students complete some exam practice, with help given if required. The plenary requires students to compete some fragmented sentences. 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.