AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson focuses on Weltpolitik (German foreign policy) and the dangers for the Kaiser faced with increasing industrialisation in the country and his pursuit of creating an Empire abroad so that ‘Germany could have its place in the sun’. Included in the lesson are a number of sources and charts, links to videos and information on increasing militarism for the students to analyse and evaluate to decide the strength of Germany under the Kaiser and its weakenesses. Some GCSE exam question practice is included with help given to answer them if required. 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 The aim of this lesson is to evaluate the problems German civilians faced at home during the Second World War. Students are given lots of contextual knowledge with challenging and exciting tasks aimed at answering the typical GCSE questions set in the exam. They will judge how and why the war was a good thing for Germans at the beginning and why Nazi policies made it so bad as the war drew to a close. There is some excellent information taken from the BBC Bitesize website which the students have to recall and analyse in a thinking quilt and summarising pyramid. At the end of the lesson, the students will be ready to complete some GCSE questions with a simplified markscheme to help them. 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 is an introduction to Kaiser Wilhelm II. It focuses on the background of Kaiser Wilhelm II, his family and relations, his paranoia and disability, but with a focus on the problems he encountered as a leader of a new Germany. Included in the lesson is a thinking quilt, a map of Germany, links to informative videos and a summarising pyramid at the end. This lesson comes complete with a tracking sheet and the noted exam skills required for the students to stick in their books. 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 GCSE Germany 1890-1945: Democracy and Dictatorship This lesson focuses on why the new Government was so unpopular and why there were so many political uprisings against it. Students have to question whether these putsches were merely political in nature or whether there were economic forces at play as well. Students also have to analyse the Spartacist rising and the Kapp Putsch and understand their causes and why they ultimately failed. There are some excellent links to video footage as well as a colour coding literacy thinking quilt. 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.

The Industrial Revolution The aim of this lesson is to assess how close to revolution England became as a result of the actions of the Luddites in Northern England and the Rebecca Riots in Wales. This lesson is therefore split into two. Firstly students are given context of the heightened tensions and the fears of the Government with events abroad. To piece together the story of the Luddites, they are required to analyse two sources and use video evidence, before they decide how much of a threat the Luddites were to the authorities with frame breaking and factory riots. They will than have to judge and explain their reasoning using some statements given. The second part of the lesson will make a comparison with the Rebecca Riots in Wales. Students will learn about the events and seriousness of the riots through a multiple choice quiz, with points awarded for the correct answers, to make it competitive. They will then have to decide which actions of both proved the most serious and hence which posed more of a threat to the authorities. This can be seen in the aftermath and how they dealt with those involved. There are a number of literacy activities to complete including definitions, finding the missing words and unscrambling key words in the plenary. 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the new spirit of co-operation between the Superpowers but understand the context as to why this collaborative approach ultimately failed during the Cold War. Students begin by examining the three baskets of agreement in the Helsinki Accords of 1975 and have to explain what was achieved by both sides, with argument words to help in a written activity. Furthermore they evaluate the failings of the SALT 2 talks and arms control and have to decide why the American Senate did not ratify this treaty. The plenary concludes with a find and fix activity. There is some GCSE practice on the narrative account question with some hints and prompts to help. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to evaluate why the Superpowers under Nixon and Brezhnev, attempted to improve relations in the 1970s (Détente) and reduce their stockpiles of nuclear weapons. Students will learn why the opportunity for Détente presented itself, through source analysis and a challenge task. This will enable them to decide if the agreements made at the SALT 1 talks (Strategic arms limitation Treaty) were either a positive move to world peace or had very little impact on it. They also have the opportunity to write an extended answer on the significance of these negotiations as well as practising a GCSE question. There are hints and prompts to help if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Edexcel Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to understand and discover how Stalin retaliated and reacted to the formation of the Truman Doctrine and Marshall Aid with his own political and economic organisations. Students are given the key information about the setting up of Cominform (to counter the Truman Doctrine) and Comecon (to counter Marshall Aid). Students will then have to evaluate how much help and support Stalin gave to Eastern Europe. They will complete this using an evaluation grid by colour coding the decisions made from not at all to significantly or extremely. This will enable them to complete a choice of two GCSE practice question, will help given if required including a student friendly markscheme. This resource also includes differentiated questions using Blooms taxonomy at the beginning as well as in the plenary to check understanding. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice and comes in PowerPoint format if there is a wish to adapt and change.

Edexcel Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the development of nuclear weapons and their significance in the Cold War. Students will first learn the devastating effects of a nuclear fallout before examining why they were developed by the USA and how the Superpower rivalry spurred the Soviet Union on to develop weapons of her own in a comprehension exercise. Students will also complete a fill in the gaps exercise of how nuclear weapons were meant to act as a deterrent to a nuclear war. There is also some excellent Pathé news footage of the tests conducted at the time, from which students use inference to evaluate the real propaganda behind the headlines given and the impact on superpower relations. There is some GCSE question practice to complete at the end with help and prompts given if required. The final task is to complete a Cold War road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Edexcel GCSE Medicine in Britain, c1250-present This Guide is to help students with their revision for GCSE History. This resource is a condensed version of the Medicine in Britain course onto two sides of A4 . It is ideal for the student who wants a quick recap before the History exam as it includes all the main details in booklet form. Simply print out double sided and fold down the middle. It is also great for giving out during revision or cover lessons, especially when the students claim they cannot remember anything they have been taught! This resource can be also used for homework and interleaving or for retrieval practice. It can also be easily emailed to parents or put on the school drive for easy access. I have included both PDF and Word formats if there is a need to change or adapt.

Cold War This first lesson aims to set the scene of Europe from 1945 with the defeat of Germany. The first part of the lesson investigates Hitler’s death in his bunker and the fall of Berlin, as the students break down and summarise some text into headings before writing a narrative account of the events of Hitler’s suicide. The second part investigates the aims of the Big Three and what they agreed should happen to Germany and Berlin at the end of the War. Students scrutinise and decide what each of the leaders (Roosevelt, Stalin and Churchill) might have said at Tehran, Yalta and Potsdam and complete a suspicions grid to be able to explain and justify these growing tensions. The central theme throughout this and the proceeding ten lessons is to ask why civilians feared for their lives? In a new era after World War 2, suspicions and rivalries arose between the two new superpowers, the USA and the USSR. Each lesson explores these growing tensions and ultimately questions why people thought a nuclear war was imminent. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies and worksheets to deliver the lesson.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the political and economic impact of the French and Belgian invasion on the Ruhr upon Germany. Students begin by recapping Germany’s inability to pay reparations and its request to suspend payments to stabilise their currency. They also learn in more depth how they were required to pay and how a bad situation was made worse by the Allies causing political instability and unrest. Students also have to answer a series of questions and predict how Germany reacted, such as passive resistance, to the occupation by French and Belgian troops. A chronological task completes the lesson together with some source exam question practice. Some help is given if required together with 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.

This guide is aimed at students to help them study, revise and be prepared for the AQA Elizabethan Historic Environment question for 2025. I have broken down the main details into manageable chunks using the 5 w’s of what, where, when, why and who , This guide has been revised from my 2018 version and focuses on the main concepts of location, function, structure, design, people connected to it, the culture, values and fashions of the time and how the site links to important events of the period. I have also included all the key information needed such as Bess’s background and status, the latest in fashions and the designing of Hardwick Hall as well as its furnishings and garden layout. Please note that many of the pictures from the AQA guidance on Hardwick Hall are not included due to copyright. Please feel free to therefore adapt the guide and include them. Any reviews on this resource would be greatly appreciated

Middle Ages The aim of the lesson is to analyse the power struggles between King Edward II and his barons. Students begin by discovering the problems of Edward II, which they will rate in order of seriousness (and will find they were mostly brought on by himself!). They then complete an extended writing task with key literacy words given to help them. Students will learn about the central character of the story, a leading nobleman named Roger Mortimer and complete a missing word activity to find out why and how he escaped his imprisonment in the Tower of London. They then have to rate how much power the King had, in the struggles with this leading nobleman and his own wife, Isabella. Some hinge questions and a literacy task complete the lesson. They continue to plot the power struggle between the king, the church, the barons and the people on a graph. In a sequence of lessons they answer the question – who ruled in medieval England? This lesson includes: Fun, engaging and challenging tasks Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

Middle Ages This lesson is the sequel to the murder of Thomas Becket in 1170 in Canterbury Cathedral (Part 1). The students have to question if King Henry II was really sorry for the murder of Thomas Becket or whether he used his public apology merely as a publicity stunt. The lesson begins by asking them how horse hair, a whip, bare feet and a shrine are connected to the lesson. As the story unravels, they learn what Henry II did as a penitence for the murder, and how he attempted to atone for his actions. They plot this on a graph which allows them to analyse and evaluate his real motives. They continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. 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 GCE A Level 20 Democracy and Nazism: Germany 1918-45 I have produced this complete bundle of resources on Democracy and Nazism: Germany 1918-45 to help A Level students access the course and help them to gain a deeper understanding of Germany’s past through political, social, economic and cultural perspectives. There are 44 lessons which focus on the following content: Part 1, The Weimar Republic: Students will learn about the impact of war, political instability, the invasion of the Ruhr and hyperinflation. They will assess the issues facing Germany from 1924 and the role of individuals such as Stresemann and his impact on the Golden Age of Germany in his domestic and foreign policy. Part 2, Collapse of Democracy: Students will learn how the impact of the Wall Street Crash and the Depression, the appeal of Communism as well as Nazism, backstairs intrigue, Hitler’s appointment as Chancellor in 1933, his first Cabinet, the significance of the Reichstag Fire and how democracy ceased to exist as Nazis began to create a one party state. Part 3, Dictatorship: Students will learn about the impact of the Night of the Long Knives, the roles of the Gestapo and SS. the economic policies of the Four Year Plan, autarky and the impact upon workers of the DAF, Strength Through Joy and Beauty of Labour programmes. Finally students will study young people, women and the Churches. Part 4, Racial State and Impact of war: Students will learn about the development of anti-Semitic policies and the radicalisation of the state, the events of the Anschluss, Kristallnacht and the invasion of Poland. They will evaluate the effectiveness of propaganda, Albert Speer and the mobilisation of the German economy for armaments production. They will also assess the effectiveness of opposition and the policies of the ‘Final Solution’. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. If you purchase this bundle, then please email me for a copy of a free Revision Guide for this A Level course worth £10.99, which can be found here: https://www.tes.com/teaching-resource/resource-13120888 If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson is a study of the impact war had on peoples’ lives in Germany between 1914-1918. Students have to evaluate the main changes in Germany during the war and if they were positive or negative changes For example, the Kaiser being forced to share his power could be seen as a positive thing to many, but there was also a terrible shortage of food as the allied naval blockade really began to bite. Worksheets are supplied to use for evidence, as the students box up their findings ready to tackle a timed question for GCSE question practice. 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 includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition to the Nazis. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion to the state. The main task is to analyse the different forms of early opposition, such as SPD, KPD and Trade Union opposition as well as youth and Church opposition, giving reasons for why and how resistance was shown, as well as the Nazis reaction to it A headline plenary will aid the consolidation of learning from the lesson. There is some source exam practice to complete if required, with help given together with a generic markscheme. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question to what extent the Nazis created a totalitarian state and Dictatorship from 1933. Students begin by learning Hitler’s ideal of a totalitarian state and Gleichschaltung and how he dealt with the existing political parties. They will also discover how laws passed centrally dissolved the independence and power of the state assemblies. There are some key questions to answer about the revamp of the civil service and the impact of the death of Hindenburg for the German state. The plenary is an old favourite using the octagon and checking the learning from the lesson. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.