This is one of my most important lessons because not only is the content very precise but it refines student’s ability to consider significance as an historical concept. The lesson begins with a starter activity which invites students to consider the basest aspects of Nazism and then leads into a detailed set of notes. The class then complete a ‘clever cross’ activity where they measure who gained the most and in which they complete a numerical exercise. The lesson concludes with a powerful plenary in which students are introduced to Anthony Partington’s criteria for measuring historical significance and this is linked directly back to the Key Question. I hope your students gain as much from this skills and content based lesson as mine do.

In this lesson students work through a comprehensive set of notes before attempting a Tarsia card sort activity to consolidate knowledge acquired. The lesson concludes with a game of Nazism Guess Who whereby students ask only questions which require a yes/no response (they can use the internet to help respond). Please note prior to purchase this game works best if you already have a board upon which you can stick the pictures! I hope your students find this lesson on Widerstand as useful as mine always do.

My students love this activity. 125+ questions based on the following categories: Early problems 1919-23 Golden years 1923-29 Rise of the Nazis 1929-33 Terror 1933-45 Propaganda 1919-45 Life in Nazi Germany 1933-45 It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. I hope your classes enjoy this activity as much as my IGCSE and IB classes always do! The questions are based around the notes from my lessons so should stretch most students but if you require a differentiated version you can allow students a fixed time to research responses on the internet as they play.

My students always find Dingbats a really engaging starter and one which sets a nice tone for the lesson. The class then work through a set of detailed notes which are high on precision before consolidating their learning by selecting two reasons for and two reasons against the policy and using this information to complete the newspaper template. I hope your students enjoy this lesson as much as mine do.

In this lesson students explore the Key Question ‘How successful was the League of Nations in the 1930s?’ They begin by acting out cards which they will have covered in the 1920s as a game of charades. The class then work through a set of detailed notes before playing a game of snakes and ladders bingo. It needs to be printed in colour and laminated but these work great with students and as an activity the league’s successes (ladders) and faults (snakes) become very clear. The lesson concludes with an angram plenary to test student comprehension of key terms. I hope your students enjoy this lesson as much as mine do.

In this lesson students begin with a charades starter to test knowledge from prior learning. They then work their way through a detailed set of notes before completing a card sort activity in which they decide if evidence suggests the war was the fault of Iraq, Iran, or the USA. Students complete the lesson with an exit plenary activity. I hope your students get as much out of this lesson as much as mine do.

In this lesson students begin by working through the set of background notes before completing a large diamond 9 activity as a group task. They then fill in their pyramid activity collectively before making recipe equations. I hope your students get as much from this lesson as mine always do.

This 34-page pack is the incredibly detailed and complete set of notes I have written for my students. It is basically an entire course on Why do events in the Gulf Matter? in one pack! Suitable for 16+ including GCSE, AP, A Level, and IB students. Notes are broken down into the following sections: How did Saddam Hussein rise to power in Iraq? What was the nature of Saddam Hussein’s rule in Iraq? Why was there a revolution in Iran in 1979? What were the causes of the Iran-Iraq War, 1980-88? What were the consequences of the Iran-Iraq War, 1980-88? Why did the First Gulf War take place? I am confident you will love this resource because there is nothing on the Internet which I have found which offers the same level of breadth and detail on this topic.

In this lesson students begin to explore the concept of totalitarianism by a class discussion of photographs of a much-loved Hitler in the starter activity. This the leads to students accessing a detailed set of notes before beginning a mind map exercise in which the class explore the role of propaganda, economics, crushing of opposition and use of terror. Students conclude this lesson by participating in a Connect 4 style plenary to measure subject knowledge. I hope your students get as much out of this lesson as mine do.

In this very detailed lesson students have the opportunity to tackle on the of the greatest history mystery activities around! The lesson begins with a Power Point activity designed to captivate the class from the go and they view a short video outlining differences people have on this question. The class then work through a detailed set of background notes to enrich their knowledge before attempting a 26 piece evidence sort. The class work in pairs or individually to place each piece of evidence into a column - they are colour co-ordinated to differentiate where required - some evidence suggests the landings were real and others suggest they were a hoax. Once complete the class use this as a scaffold to write an answer to the question ‘did man really walk on the moon in 1969?’ before voting online in their plenary activity. It really is a lesson (for high school students) which engineers original thought and allows students to discriminate between evidence to arrive at a well thought out conclusion. My students always find this a fascinating lesson and a great part of any Cold War unit or stand-alone activity. I hope yours enjoy it as much as mine do. You can find alternatives on this site which address this question and which cost a tiny bit less but I don’t think they have the level of detail and precision as you will find here :-)

This is a one-page Power point slide (editable) which can be set as a project-based assessment on the significance of Ancient Chinese inventions. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of significance. Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

This is a one-page Power point slide (editable) which can be set as a project-based assessment on the causes of slavery. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of causation and works especially well with my lesson resource on the causes of slavery which can be found here - https://www.tes.com/teaching-resource/the-causes-of-slavery-7-page-full-lesson-notes-hexagonal-card-sort-11920311 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

This is a one-page Power point slide (editable) which can be set as a project-based assessment on consequences of the Romans. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of consequence and works especially well with my lesson resource on what the Romans gave to us which can be found here - https://www.tes.com/teaching-resource/how-civilised-were-the-romans-23-page-full-lesson-notes-project-pack-11920978 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel Please note this assessment is designed for Secondary aged Students.

In this lesson students explore the long term causes of the 1905 revolution in Russia. The starter activity invites them to discuss the concepts of revolution from above and below. They are then provided with a bespoke set of notes which break down the knowledge into socio-economic, political, and military reasons for unhappiness amongst the population. Students then follow this with the main consolidation activity which is a card sort (broken down into reasons why military, peasants, urban dwellers and opposition groups might be unhappy) and use this information to write speeches to the Tsar seeking reform. The lesson concludes with a plenary activity in which students tie together their answer to the lesson question. Please let me know if you have any questions about this lesson pack, which has been designed for students of secondary age. I have also included a colour coded version of the card sort for purposes of differentiation.

This lesson begins with a fun starter activity where students view images of Putin and are introduced to the idea that Russians like a tough muzhik style leader (Geoffrey Hosking). They then read through a detailed 4-page pack of notes before completing a card sort where they divide information onto two ‘roads’ - one that suggests Russia was legitimately on the road to reform and democracy, and one that suggests it was on the road to revolution because of a Tsar who refused to give up any power. Students are then expected to write a short response to the overall question before the plenary which shows them two different Historians’ views on this question (Pipes and Morison). The class are asked to vote by standing either on the left or right of the room. I hope you enjoy this lesson as much as I do when I deliver it and please do ask me if you have any questions. The lesson is pitched at high achieving secondary school students.

This is a four-part lesson in which students tackle the essential question ‘why did Russia do so badly in the First World War?’. The lesson begins with a starter activity in which students pick the odd one out. This is designed to get them thinking about the nature of fighting on the Eastern Front, something they might be less familiar. They are then given a set of detailed notes before attempting a card sort activity which is broken into three categories: socio-economic, military, and political reasons for Russia’s lack of success. The class can glue these into their books and then write up their own summary before attempting the plenary, which is a ‘Find Someone Who Can’ activity where they walk around the class asking peers to help fill in their sheets and in so doing test their own and the class’ subject knowledge. I hope your students get as much out of this lesson as mine do and please don’t hesitate if you have any questions. This lesson is pitched towards high-ability secondary aged students.

This is a fully resourced lesson focusing on the second order concept of interpretation. Students watch two video clips (Disney and Alan Rickmann’s interpretations of Rasputin) and complete a VENN diagram as their starter activity to introduce the idea that there are very different views of Rasputin. They then work through a detailed set of notes before rifling through a 50+ piece card sort to identify arguments in favour of him being a Mad Monk or indeed a Holy Man. Students use this information to complete a written task (report for the Okhrana) using the criteria-driven assessment template provided. In the plenary students look through five different images of Rasputin and are invited to shout out their thoughts as the squares are taken away to reveal the picture. Please let me know if you have any questions and I hope your students get as much out of this fully-resourced lesson as much as mine do.

This is one of my favourite lessons. It take a little bit of preparation by the teacher beforehand though, although there is a short cut you can take too. In this lesson you will find six codes to crack and six missions all of which help answer the question ‘how did Rasputin die?’. As the class figure out the codes and complete the missions they fill in the worksheets provided. By the end they will have six different responses which help them understand the Felix Youssopov-inspired version of events but which also leave them questioning this version of events. This lesson works best with a few props (beard, bottle, crucifix etc as well as six boxes and six padlocks) but you can if you prefer simply print off the codes and print them back to back instead. Any questions please email me. This lesson has been pitched towards high achieving secondary aged students and please do be aware there is one image of a dead Rasputin in this lesson. Please include/leave out at your discretion.

In this lesson students tackle the question ‘what were the causes of the February revolution in 1917?’ and complete an assessed piece of work. The lesson begins with a starter activity (short movie clip with comprehension questions to introduce the question). The class then explore some background notes and a range of long and short term reasons on the PPT provided. From this the class digest this information into their own protest boards and these are then compiled by the teacher and either printed or shared digitally so the class can create their own personalised storyboard. After this students are given as assessment rubric (beginning, developing, expected, and mastery is the graduated criteria) in order to help them write a piece of extended written work to the question. The lesson concludes with a quick odd one out plenary. Please let me know if you have any questions about this lesson, which is pitched towards high achieving secondary students.