Designed for A level (AQA democracy and Nazism) but also fits with the AQA GCSE too. Lots of info in the booklet and a more interactive ppt attached too.

Designed for AQA democracy and NAzism A level but could easily be delivered to younger audiences.

Great lesson - fully resourced - dont waste time planning something - just use this!

Great, easy lesson for KS3 and possibly as an intro for KS4. Dont waste time planning - just use this!

Designed for KS3 to introduce Feudalism

Questions aimed at Key stage three covering all aspects of medieval life starting in 1066

Intro to the topic with links to video clips etc

Designed for new AQA A level but good for GCSE too

Designed for y9 but could be a good intro for GCSE? Really simple format - video from Gatsby at beginning students asked to jot down what it reveals about life in the 20s and additionally why they think it was nicknamed 'roaring'. Student encouraged to see link between end of war and this party decade. Info sheet for them to complete a written task - with built in challenge. then 'become the expert' plenary

questions about causes of war, types of weapons, trenches, somme and Versailles Great starter or plenary

Designed for new AQA A level but could easily be used with GCSE or y9

Designed for new AQA A level but easily could be used for GCSE spec. info on boycott of shops and investigates other anti semitic legisslation especially in professional classes. encourages independent research / reading as well as linking to an A level essay question.

Designed for the new AQA Alevel but could also be used for the Persecution in Nazi Germany of the GCSE. Focuses on groups other than the Jews, Gypsies/homosexuals/asocials/ religious groups etc. Big question is did the Volksgemeinshchaft allow for this persecution. Activity includes starter word search to complete with clues, detailed ppt info and revision grid

Designed for the new AQA A level Democracy and Nazism

This is a lesson designed for the new AQA A level but could be used as a challenge for GCSE also. Starts off showing images of hyperinfltion - asks students to consider the worst part of Hyperinflation. Then students encouraged to look at the social benefits that the Weimar Governemnt offer to its citizens to see if that made life better…or actually worse! then use the sources - split them into three envelopes and give them to groups. Students encouraged to use the sources to discover three main consequences of hyperinflation 1) disasterous economics 2) links to extremist parties i.e Nazi 3) general social upheval Plenary is to colour code a sheet of ‘winners and losers’ from the hyperinflation period

Designed to help students answer the 'In what ways' section of the AQA History peper 1 questions. I have other resources that look at the other types of question so please feel free to have a look at those too. This ppt encourages students to plan and to structure answers as well think of there own questions!

Designed to assist in the teaching of the new GCSE 1-9 questions based on America in the 1920s and 1930s - encourages students to think about what 'describe' means and to come up with their own questions