A lesson explaining Black History Month in Britain and it’s importance. The lesson looks at key figures, and uses both videos, activities and news articles to help students understand the importance of Black History Month. This lesson can be used for an assembly.

Mussolini’s Italy - follows Paper 4 Cambridge International History European Option. Can be used for any exam board. Why did Mussolini gain power in 1922? To understand the appeal of Fascism. To evaluate Mussolini’s aims in government and his leadership. To understand the establishment of a dictatorship, repression of opposition. To evaluate propaganda and foreign policy To understand the nature of Mussolini’s economic aims and the corporate state To understand dealings with the Church To understand social policies

This SOW was created for the EDEXCEL WW1 Medicine Through TimeThe British Sector of the Western Front course but can be used for the OCR/AQA topics too. It has a variety of activities and resources, exam skills and revision and students perform extremely well! The lessons cover: 1 The British sector of the Western Front, 1914–18: injuries, treatment and the trenches: ● The context of the British sector of Western Front and the theatre of war in Flanders and northern France: the Ypres salient, the Somme, Arras and Cambrai. The trench system - its construction and organisation, including frontline and support trenches. The use of mines at Hill 60 near Ypres and the expansion of tunnels, caves and quarries at Arras. Significance for medical treatment of the nature of the terrain and problems of the transport and communications infrastructure. ● Conditions requiring medical treatment on the Western Front, including the problems of ill health arising from the trench environment. The nature of wounds from rifles and explosives. The problem of shrapnel, wound infection and increased numbers of head injuries. The effects of gas attacks. ● The work of the RAMC and FANY. The system of transport: stretcher bearers, horse and motor ambulances. The stages of treatment areas: aid post and field ambulance, dressing station, casualty clearing station, base hospital. The underground hospital at Arras. ● The significance of the Western Front for experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai. ● The historical context of medicine in the early twentieth century: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. 2 Knowledge, selection and use of sources for historical enquiries: ● Knowledge of national sources relevant to the period and issue, e.g. army records, national newspapers, government reports, medical articles. ��� Knowledge of local sources relevant to the period and issue, e.g. personal accounts, photographs, hospital records, army statistics. ● Recognition of the strengths and weaknesses of different types of source for specific enquiries. ● Framing of questions relevant to the pursuit of a specific enquiry. ● Selection of appropriate sources for specific investigations

This SOW was created for the EDEXCEL Medicine Through Time/18th and 19th century Medicine in Britain course but can be used for the OCR/AQA topics too. It has a variety of activities and resources, exam skills and revision and students perform extremely well! The lessons cover: 1 Ideas about the cause of disease and illness ● Continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes. 2 Approaches to prevention and treatment ● The extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The impact of anaesthetics and antiseptics on surgery. ● New approaches to prevention: the development and use of vaccinations and the Public Health Act (1875). 3 Case studies ● Key individual: Jenner and the development of vaccination. ● Fighting Cholera in London (1854); attempts to prevent its spread; the significance of Snow and the Broad Street pump.

A series of lessons to teach the new OCR specification for Russia 1894–1941. The lessons are from the rule of Tsar Nicholas II to the events of 1917. 18 fun and engaging lessons with a model essay template (20 mark question). Each lessons links exactly to the relevant chapter in Access to History: Russia 1894-1941 for OCR. Numerous worksheets, exam practice and powerpoints (with appropriate page numbers to the book). A free example has been provided.

A lesson on the Atlantic Slave Trade covering: causes, stages and consequences. The lesson has different activities and covers both primary and secondary sources. This lesson was made for KS3 students but can be adapted for any year group.

This bundle of resources/ SOW is focused on the Arab-Israeli Conflict and can be used for many exam boards such as the OCR Y321 and the Y100 or the EDEXCEL Conflict in the Middle East. It gives an excellent overview of the topic with a strong set of lessons with various resources, activities and focus on both primary and secondary sources. The lessons cover: An overview of the topic The Ottoman control of the Middle East The British Mandate The problems and aims of the British The Partition of Palestine The new state of Israel/ Zionism The First Arab-Israeli War Israeli Settlements The Refugee Crisis/ Nakba Arab Nationalism and Nasser The Six Day War The Yom Kippur War The Intifadas Failed peace process (Oslo and Camp David) Focus on individuals Exam practice

This SOW/ bundle addresses Early Elizabethan England, 1558–88. This is perfect for the EDEXCEL spec but can be used for any other exam board/ series of lessons. It has various activities and exam practice too. The lessons cover: ● Introduction to the course ● Elizabethan England in 1558: society and government. ● The Virgin Queen: the problem of her legitimacy, gender, marriage. Her character and strengths. ● Challenges at home and from abroad: the French threat, financial weaknesses. ● Religious divisions in England in 1558. ● Elizabeth’s religious settlement (1559): its features and impact. ● The nature and extent of the Puritan challenge and the nature and extent of the Catholic challenge, including the role of the nobility, Papacy and foreign powers ● Mary, Queen of Scots: her claim to the English throne, her arrival in England in 1568. ● Revision and Exam Practice

This SOW was created for the EDEXCEL Medicine Through Time/ Medicine in Britain course but can be used for the OCR/AQA topics too. It has a variety of activities and resources and students generally prefer this topic the most! The lessons cover: 1 Ideas about the cause of disease and illness ● Supernatural and religious explanations of the cause of disease. ● Rational explanations: the Theory of the Four Humours and the miasma theory; the continuing influence in England of Hippocrates and Galen. 2 Approaches to prevention and treatment ● Approaches to prevention and treatment and their connection with ideas about disease and illness: religious actions, bloodletting and purging, purifying the air, and the use of remedies. ● New and traditional approaches to hospital care in the thirteenth century. The role of the physician, apothecary and barber surgeon in treatment and care provided within the community and in hospitals, c1250–1500. 3 Case study: ● Dealing with the Black Death, 1348–49; approaches to treatment and attempts to prevent its spread.

These lessons are focused on the Great Plague in 1665-6 which addresses the causes, events, treatments and preventive methods used at the time. These lessons have a variety of activities including: active plenaries, videos, creative writing, descriptive writing and exam practice. The lessons were mostly made using the EDEXCEL Medicine Through Time spec and using a mixture of the Hodder and Pearsons book. The lessons are great for GCSE students especially.

These outstanding lessons are focused on Key Topic 2 of EDEXCEL GCSE Weimar and Nazi Germany, 1918 – 1939. The lessons use both the Hodder and Pearsons book and is full of different activities and exam practice. The lessons can be used and adapted for any year group and exam board including AQA, OCR or IGCSE. It has a range of resources and is great for students! The lessons cover: ● Hitler’s early career: joining the German Workers’ Party and setting up the Nazi Party, 1919–20. ● The early growth and features of the Party. The Twenty-Five Point Programme and the role of the SA. ● The Munich Putsch: Events ● Putsch Significance ● The Lean Years ● Reasons for limited support for the Nazi Party, 1924–28. Party reorganisation and Mein Kampf. The Bamberg Conference of 1926. ● Depression: The growth of unemployment – its causes and impact. The failure of successive Weimar governments to deal with unemployment from 1929 to January 1933. ● Reasons for the growth in support for the Nazi Party, including the appeal of Hitler and the Nazis, the effects of propaganda and the work of the SA. ● How Hitler became Chancellor, 1932–33: Political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher. ● Assessment ●Assessment feedback and mark scheme

These outstanding lessons are focused on Key Topic 4 of EDEXCEL GCSE Weimar and Nazi Germany, 1918 – 1939. The lessons use both the Hodder and Pearsons book and is full of different activities and exam practice. The lessons can be used and adapted for any year group and exam board including AQA, OCR or IGCSE. It has a range of resources and is great for students! The lessons cover: Key topic 4: Life in Nazi Germany, 1933–39 1 Nazi policies towards women ● Nazi views on women and the family. ● Nazi policies towards women, including marriage and family, employment and appearance. 2 Nazi policies towards the young ● Nazi aims and policies towards the young. The Hitler Youth and the League of German Maidens. ● Nazi control of the young through education, including the curriculum and teachers. 3 Employment and living standards ● Nazi policies to reduce unemployment, including labour service, autobahns, rearmament and invisible unemployment. ● Changes in the standard of living, especially of German workers. The Labour Front, Strength Through Joy, Beauty of Labour. 4 The persecution of minorities ● Nazi racial beliefs and policies and the treatment of minorities: Slavs, ‘gypsies’, homosexuals and those with disabilities. ● The persecution of the Jews, including the boycott of Jewish shops and businesses (1933), the Nuremberg Laws and Kristallnacht

This SOW was created for the EDEXCEL Medicine Through Time/Renaissanxe in Britain course but can be used for the OCR/AQA topics too. It has a variety of activities and resources, exam skills and revision and students perform extremely well! The lessons cover: Ideas about the cause of disease and illness ● Continuity and change in explanations of the cause of disease and illness. A scientific approach, including the work of Thomas Sydenham in improving diagnosis. The influence of the printing press and the work of the Royal Society on the transmission of ideas. Approaches to prevention and treatment ● Continuity in approaches to prevention, treatment and care in the community and in hospitals. ● Change in care and treatment; improvements in medical training and the influence in England of the work of Vesalius. Case studies ● Key individual: William Harvey and the discovery of the circulation of the blood. ● Dealing with the Great Plague in London (1665): approaches to treatment and attempts to prevent its spread.

A strong and detailed lesson on the Partition of Yugoslavia focusing on: causes, events, consequences (short and long term), and consequences today. The lesson has different activities, differentiated and great discussion points for students!

A lesson from my wider ‘Elizabethan England Key Topic 1’ unit. A great start to the lesson with a variety of activities.

This lesson focuses on Victorian England and can be used as part of the English unit on ‘A Christmas Carol’ or as a History lesson (has contextual information, source analysis, video analysis and writing tasks). This is from my wider ‘Full SOW A Christmas Carol’ resource.

This SOW was created for the EDEXCEL Medicine Through Time/18th and 19th century Medicine in Britain course but can be used for the OCR/AQA topics too. It has a variety of activities and resources, exam skills and revision and students perform extremely well! The lessons cover: Ideas about the cause of disease and illness ● Advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health. ● Improvements in diagnosis: the impact of the availability of blood tests, scans and monitors. 2 Approaches to prevention and treatment ● The extent of change in care and treatment. The impact of the NHS and science and technology: improved access to care; advances in medicines, including magic bullets and antibiotics; high-tech medical and surgical treatment in hospitals. ● New approaches to prevention: mass vaccinations and government lifestyle campaigns. 3 Case studies ● Key individuals: Fleming, Florey and Chain’s development of penicillin. ● The fight against lung cancer in the twenty-first century: the use of science and technology in diagnosis and treatment; government action.

This SOW/ bundle addresses Early Elizabethan England, 1558–88. This is perfect for the EDEXCEL spec but can be used for any other exam board/ series of lessons. It has various activities and exam practice too. The lessons do not need any ammending and cover a wide variety of lessons: Key topic 2: Challenges to Elizabeth at home and abroad, 1569–88 1 Plots and revolts at home ● The reasons for, and significance of, the Revolt of the Northern Earls, 1569–70. ● The features and significance of the Ridolfi, Throckmorton and Babington plots. Walsingham and the use of spies. ● The reasons for, and significance of, Mary Queen of Scots’ execution in 1587. 2 Relations with Spain ● Political and religious rivalry. ● Commercial rivalry. The New World, privateering and the significance of the activities of Drake. 3 Outbreak of war with Spain, 1585–88 ● English direct involvement in the Netherlands, 1585–88. The role of Robert Dudley. ● Drake and the raid on Cadiz: ‘Singeing the King of Spain’s beard’. 4 The Armada ● Spanish invasion plans. Reasons why Philip used the Spanish Armada. ● The reasons for, and consequences of, the English victory

These outstanding lessons are focused on Key Topic 3 of EDEXCEL GCSE Weimar and Nazi Germany, 1918 – 1939. The lessons use both the Hodder and Pearsons book and is full of different activities and exam practice. The lessons can be used and adapted for any year group and exam board including AQA, OCR or IGCSE. It has a range of resources and is great for students! The lessons cover: Key topic 3: Nazi control and dictatorship, 1933–39 1 The creation of a dictatorship, 1933–34 ● The Reichstag Fire. The Enabling Act and the banning of other parties and trade unions. ● The threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and oath of allegiance. 2 The police state ● The role of the Gestapo, the SS, the SD and concentration camps. ● Nazi control of the legal system, judges and law courts. ● Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. 3 Controlling and influencing attitudes ● Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics (1936). ● Nazi control of culture and the arts, including art, architecture, literature and film. 4 Opposition, resistance and conformity ● The extent of support for the Nazi regime. ● Opposition from the Churches, including the role of Pastor Niemöller. ● Opposition from the young, including the Swing Youth and the Edelweiss Pirates.

This lesson educates students on the BLM movement and its origins. The lesson includes a variety of activities which focus on the causes of the movement, its aims, how the media presents it and asks students to think of possible solutions for the racial discrimination that exists today. I taught this lesson to both my KS3 and 4 classes and they seemed to have enjoyed and benefited from the lesson. Any feedback is welcomed! Do not forget to rate the resource too please.