I used many of these resources namely the group activity for an observation that was deemed Outstanding. Focus is on history skills. Resources Includes 2 lessons worth of resources including lesson plan and group activity ideal for KS3, having said that much of the material is complex as I was hoping to push literacy with these resources.<br /> <br /> With the new AQA Specification including Medieval History one might be able to use it for older students, likewise it could be easily adapted for an RE lesson on religious intolerance. <br /> <br /> Be warned it will require ideally colour copying of resources and a fair amount of time cutting out cards. Lesson therefore requires some preparation time.

Ideal for GCSE History to teach life in Hitler's Germany, see for instance the new AQA Specification. Focus is on Hitlerjugend. “He alone, who owns the youth, gains the future.” Adolf Hitler.<br /> Topic: Life in National Socialist Germany<br /> Learning Outcome: Understanding the role of the youth in Hitler’s Germany<br /> Skills: Improving your source analysis<br /> Literacy: Includes German terminology<br /> Reviewer has asked for a worksheet so this resource now includes a mock exam paper with sources on the youth.

Resources include a PowerPoint and a word document to enable you to quickly familiarise students with a strong basic understanding of what History in actuality is, a number of concepts are laid out... Excellent as an overview of what History is - with the focus being on History as the study and interpretation of the past based on evidence. The idea being to therefore move students away from the common and simplistic view of History as merely the past. These notes are therefore a must for any History student and or teacher.<br /> <br /> The term history may be employed in two quite different senses.<br /> It may mean:<br /> 1. The events and actions that together make up the human past, or simply what man has done in the past since actions lead to events. This view of history could therefore possibly (though not necessarily) include all of man’s past or pre-history as well.<br /> <br /> OR<br /> <br /> 2. The accounts (writings) given of that past, as well as the modes of investigation by which these accounts were arrived at or constructed. In this sense, the term history means only our recorded history and, as such, it is by its very nature subject to interpretation (and therefore bias and opinion). This also accounts for why there are so many varying yet recognised approaches to the study of history. Indeed one may even speak about the history of history – hence the development of historical inquiry. <br /> <br /> Thus, when used in the first sense, the word history refers to what factually happened (given what evidence we may have), while in the second sense it refers to the study and description of those happenings.<br />

Key question: What makes a Modern War Modern?<br /> A number of examples of the changing nature of modern warfare are given - ideal for also introducing WW I as a number of case studies are given, namely: <br /> The Crimean War (October 1853 -February 1856) <br /> The American Civil War (April 12, 1861 - April 9, 1865)<br /> The Franco Prussian War (19 July 1870 - 10 May 1871)<br /> The Second Anglo-Boer War (11 October 1899 - 31 May 1902)<br /> <br />

Ideal resource for adding background contextualisation to New AQA Specification 1B Germany 1890-1945 Democracy to Dictatorship. PPT includes the following main points, namely:<br /> How and why did Prussia come to unite and dominate Germany.<br /> The role of Otto von Bismarck and Kaiser Wilhelm I in creating a unified Germany.<br /> The role of Prussian and German militarism. The success of wars with Denmark, Austria and France led directly to German unification but also led many into thinking that an aggressive militaristic approach would be the best option for Germany to pursue. <br /> The structure of Prussian and German society and its political system.<br /> Limitations to democracy and understanding the both the dictatorial and conservative nature of the German political system.<br /> Cartoon analysis – Dropping the Pilot. Kaiser Wilhelm II and the path to war.<br />

The changing nature of the Royal Navy Edexcel Year 13 History. ContentsThe changing Royal Navy, 1763–1914:<br /> the significance of changing ship types;<br /> the growing role of commerce protection, including protecting, and later suppressing, the slave trade;<br /> suppressing piracy and defending British commerce (key development: the attack on Algiers 1816).<br /> the work of exploration and mapping (key development: Captain Cook's exploration of the South Seas, 1768–71). This has largely already been covered.<br /> The importance of the acquisition and retention of key strategic (see notes on Empire) bases around the globe, 1763-1914 is introduced. <br /> 91 odd slides covering up to The Great Siege of Gibraltar.

New Specification AQA GCSE Conflict and Tension 1894-1918 World War One Mock Examination. Includes four questions, namely 6, 10, 8 and 16 mark questions for a total of 40 marks - I gave my students slightly longer to do this but it should be done in 50 minutes as students are given 1.25 minutes per question in the real exam. Questions here range across parts 1, 2 and 3 of WWI section.

Introduction booklet for students ideal for any teachers running a chess club.

Year 13 - Unit 3: British Empire - Acquisition Hong Kong and Opium Wars. Help students to understand the following:<br /> <br /> Door opened to increasing British influence in and throughout Asia. (INFLUENCE)<br /> Increasing trade gave Britain a further commercial and economic boost. Think new markets and new products. (COMMERCE)<br /> Britain’s position in China made colonies like India increasingly important. (COLONIES)<br /> <br /> Presentation also includes naval dominance and drug education ideal given the topic. External links and bibliography include access to resources, questions and teaching resources. As I did not create them I can not include them here.

Notes and questions . A comprehensive document 21 pages and 11 000 odd words in length containing information and questions - many of which are source based and require cartoon analysis skills. <br /> <br /> The nature of imperialism in the 19th and early 20th centuries. Key questions for this section. <br /> <br /> 1. What was the concept of imperialism?<br /> 2. What were the reasons for imperialism?<br /> 3. What was the nature of imperialism in the 19th and early 20th centuries? <br /> 4. What were the consequences of imperialism for Africa and Asia in terms of power relations and trade?<br /> 5. What impact did European imperialism have on Africa? <br /> 6. How did European imperialism influence India and the Indies? <br /> 7. What impact did European imperialism have on China? <br /> 8. Why did Japan join the colonial race?<br /> 9. What was the world like in the 1900s? <br /> 10. What was the impact of nationalism and democracy on developments in Europe in the early 1900s?<br /> 11. What was the link between imperialism and WW1? <br /> 12. How did imperialism and colonialism entrench ideas of race – segregation, assimilation, paternalism? <br /> 13. What is the concept of indigenous knowledge?<br /> 14. How did imperialism dominate indigenous knowledge production?<br /> <br />

A step by step guide to effective essay writing. Uses practical examples as well as providing students with activities to practice essay writing skills. Ideal resource for A/AS level students. Will benefit any subjects requiring answers which require logical structure and argument.

A number of mock examination questions are given. I wanted students to be able to practice particular questions so many of these mock exams focus on a particular question, for example (also look over the preview option for each):<br /> Question 2: <br /> Study Sources C and D. <br /> Which source is more useful for understanding why the Schlieffen Plan failed?<br /> Explain your answer using Sources C and D and your contextual knowledge. [10 marks] <br /> <br /> The AQA currently only has one draft exam paper - hence I made the resources you will be able to get here. <br /> <br /> <br />

Depth Study: Canada<br /> Learning from past mistakes: Canada and Durham Report, 1837-40.<br /> <br /> Understanding:<br /> Three Main Points: Land stupid, French connection and avoiding another AWI scenario…<br /> Political, Social and economic division – Upper and Lower Canada<br /> Revolt not revolution – how did Britain avoid a repeat performance akin to that <br /> of The American War of Independence?<br /> Durham Report – Political change and consequences for the empire.

<p>Paper 3 Component 3 Comparative Politics USA Edexcel Pearson Examination A Level. For use as Mock Examination and or PPE. Ideal given that there is a lack of papers and or questions available for this new Government and Politics 2017 Specification. Paper is an A level Component 3 full paper all three sections and options of questions having been provided. Questions are in line with the Edexcel Pearson Specification and include the US UK comparative analysis 12 mark questions.</p>

<p>History Unit 2 Option 2 F South Africa, 1948-94: From Apartheid state to ‘rainbow nation’ Examination. Edexcel A Level Mock Examination suitable as an assessment or PPE or just practice for your students. Full paper has been provided including source/s and optional questions. Paper is in line with the standards and specification as laid out by the Edexcel guidlines.</p>

Year 13 6th form: History Edexcel New Specification - British Empire Unit 3, Week 2, Lesson 1<br /> Depth 1 : The loss of the American colonies, 1770–83.<br /> Introduction to depth aspects, covering the following topics:<br /> Tensions between colonists and the British, 1770–75:<br /> The issue of custom collection and tea duties, including the Boston Tea Party;<br /> The Coercive Acts 1774 and their impact.<br /> Clashes between British forces and rebels, 1775–76; the Declaration of Independence and Articles of Confederation.<br /> Disclaimer Note: The worksheet contains articles written by other people and the references for these are given and these would remain the property of their respective authors. Likewise wording is used from the official Edexcel specification.

Includes a number of resources (17 odd files worth) ideal for KS2 and 3 for teaching Ancient Civilisations namely Egyptians and Greeks.

The assassination of the Archduke Franz Ferdinand and his wife was critical in setting off the chain of events that led to the First World War. Not only was it a bad day for the Archduke and his family, but also a bad day for Europe.<br />

These notes are ideal for teaching students about nuclear war and can be used for teaching the end of WWII and Cold War. A number of student questions and tasks are included and a PowerPoint on Hippies has also been provided. <br /> <br /> LESSON OBJECTIVES<br /> <br /> This sub-section deals with the Nuclear Age, which started when atomic bombs were dropped over Hiroshima and Nagasaki in the Second World War. It explores the roots of the Nuclear Age, briefly discusses how atomic (nuclear) weapons work, as well as the consequences (outcomes or effects) of nuclear war and the use of nuclear weapons. <br /> <br /> LESSON SUMMARY<br /> <br /> The roots of the Nuclear Age <br /> • What is the meaning of the term, “the Atomic/Nuclear Age”?<br /> • What is an atomic bomb?<br /> • Splitting the atom – nuclear fission and the atomic bomb<br /> <br /> The atomic bomb and the end of World War II<br /> • America’s entry into the war and the Manhattan Project – the race to build the bomb<br /> • In August 1945, America dropped two nuclear bombs on Hiroshima and Nagasaki<br /> • Hiroshima and Nagasaki were two major cities in Japan<br /> • This event brought the Second World War to an end<br /> <br /> The consequences of the A-bombs dropped on Japan<br /> • The effect of a nuclear explosion<br /> • The dangers of radiation<br /> • Eyewitness accounts of the devastation of Nagasaki and Hiroshima<br />

A fun exercise which gets students to answer a few questions and then tally up their final score - this then shows them their political views according to the political spectrum ranging from left to right wing. <br /> <br /> This is a perfect resource for Politics and History students and will help to also improve their political understanding. I developed this while tutoring first year politics students and have also been using it for many years with secondary students and they enjoyed and found the notes useful and informative. <br /> <br /> Resource is a 2 page pdf. <br />

Captain Cook’s exploration of the South Seas in 1768–71<br /> The focus of ‘Aspects in breadth’ is on the process of change over a long period of time, rather than a concentration exclusively on one particular person or innovation. Students should, however, be able to explore key turning points and understand the reasons why key changes took place, why they were important and what their main effects were. These turning points include:<br /> Captain Cook’s exploration of the South Seas in 1768–71 (this lesson focusses on the first of these)<br /> The abolition of the slave trade 1807<br /> The acquisition of Malta, Ceylon and Cape Town in 1815<br /> The repeal of the Navigation Acts 1849<br /> The purchase of the Suez Canal shares 1875<br /> <br /> Disclaimer Note: The worksheet contains articles written by other people and the references for these are given and these would remain the property of their respective author/s. Likewise wording is used from the official Edexcel specification.