AQA GCSE 9-1 Britain: Health and the People, c.1000 to present If Islamic medicine was so good, why did many of its ideas fail to spread to Christian Europe and Britain? What skills did Islamic surgeons have to make them specialists in particular areas How did Islam promote medicine to become so advanced in the first place? These questions are analysed and answered through the lesson as students decide which Islamic doctor deserves which podium finish for being the most effective. Furthermore students tackle a GCSE practice question on similarities with Christian medicine in Britain with a student friendly markscheme to help peer or self assess their work. 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.

American Civil Rights I have always been fascinated by the contribution Martin Luther King made to the Civil Rights Movement and his leadership which was inspired by Gandhi to promote non-violent struggle. This lesson focuses on five main events in his life, from his speeches and letters, to his marches and boycotts. Students are given information about each of them and they have to evaluate their significance and make a judgement in numerical form. Students then conclude their findings and present them to the class. 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.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to introduce students to the course and some of the key ideas which will affect America in the 19th Century ranging from Manifest Destiny to survival, colonisation, migration and civilise. Students are introduced to the Great Plains and its weather extremes as well as the Plains Indians and their communities. Using an enquiry based learning question, students are required to annotate around a lightbulb. This is central to this unit of study and students will map this out over the course of each lesson to show progression. Questions are also asked throughout to challenge assumptions, culminating in a balloon debate as to who can move America forward into becoming a great nation. A road map task at the end tests their new knowledge and is ideal for setting as a homework. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint formats if there is a wish to adapt and change.

AQA GCE 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. Students begin by learning Hitler’s ideal of a totalitarian state 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.

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.

Norman Conquest The aim of this lesson is to challenge and question the role of the Church in Medieval Society. On face value, the power it had over people was enormous and with power came great wealth, often at the expense and help of the population. But was it all corrupt and how much did people willingly give over their goods in return for salvation? These questions are explored through statistics, facts and video evidence. Students are ultimately required to justify if the Church was corrupt by colour coding and rating batteries (linked to a final post it note challenge) and evidencing their choices. There are also introduced to a number of key words which they are required to recall 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 using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the reasons why Hindenburg felt confident enough to appoint Hitler as his Chancellor. Students are given the context, the details of Hitler first cabinet and the key people within it. They are questioned as to the pitfalls Hitler might face and the obstacles thrown up by the constitution. A gap filling exercise and some source analysis will help to consolidate the learning from the lesson. The 3-2-1 plenary will ascertain 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.

The Industrial Revolution The aim of this lesson is to introduce the new breed of Factory Owner in the Industrial Revolution What made Richard Arkwright such a success and how far did he change social and economic fabric of Britain forever? Students learn how he built up his business and the steps he took became a millionaire and questions how people at the time felt about this. Activities include completing a thinking quilt and a worksheet on the steps to his success with an explanation as to why, analysing video evidence as well as studying and evaluating text before making a conclusion at the end. 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.

World War II The aim of this lesson is to evaluate the reasons why the RAF won the Battle of Britain. With Hitler having conquered France, he soon began his preparations to invade Britain. But with a numerical advantage in planes and skilled fighter pilots, how were the RAF able to defend Britain so effectively? How were they able to overturn another certain disaster into a victory? Students analyse video footage and a ‘top secret report’ to evaluate how the RAF gained an advantage. They also judge how effective the Government’s poster campaign was to convince the public they were in safe hands with the RAF. Ultimately students decide and explain why the RAF won, be it through pilot skill, fuel advantage, the technology of radar, winning the propaganda war or through sheer determination and grit. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

The Norman Conquest This lesson explores the role of monks and nuns in Medieval society and questions their importance. Students learn how people joined the monastic community and how they helped the local community. Students also analyse their dress code and the reasons behind it, before engaging in literacy tasks such as linking their daily life to particularly headings and writing a narrative account. There are accompanying worksheets and video links to reinforce the learning. The plenary of ‘find and fix’ challenges the students to rewrite and correct a number of statements made. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the political and economic impact of the Ruhr invasion 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. Students also have to answer a series of questions and predict how Germany reacted 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.

**AQA GCSE 9-1 Britain: Health and the People c1000 to present ** This is an introductory lesson and sets out to establish some key dates, people and discoveries associated with this unit of study. Moreover it introduces the concepts of beliefs, ideas and treatments through the different time periods and questions whether these improved or regressed over time. Students plot these key people, events and ideas on a timeline, which they can develop in the class and/or at home. I have also included a personal tracker which the students can stick at the front of their books and track various assessment points throughout the unit using different colours for achievement. 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.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand the role of war in medicine and how many strides are made due to investment made by Governments to treat its wounded soldiers. The lesson begins with the students linking war and its effects on medicine before they have to distinguish which advances have been made in both world wars. The second part of the lesson is based on the wonderful information given by BBC I Wonder on the plastic surgeon Harold Gillies and his attempt to focus on the physical appearance of soldiers affected by war. This part of the lesson is differentiated and requires students to analyse, prioritise and evaluate their judgements. The plenary requires the students to find and fix the statements from what they have learned during the lesson. 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.

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, as the students break down and summarise some text into headings before writing a narrative account of the events. 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 and Yalta 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 to deliver the lesson.

The aim of this lesson is to understand the causes and consequences of Harold Hardrada’s invasion of the north of England. Students learn through narrative and video evidence of the forthcoming battle of Stamford Bridge and how Harold was able to win, despite the hurdles Hardrada’s army put in front of him. Furthermore students have to analyse how much power Harold’s army had and efficiency rate (as with a house) why Hardrada eventually ran out of energy. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

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. 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.

I have put together a few ideas I have had on retrieval practise, which is helping my students discuss and debate more than ever before. Many thanks to @mrfitzhist for the inspiration to make them. They come in PDF and Powerpoint format so you can change and adapt if needed. If you like these resources, please follow me on twitter for more ideas @pilgrim_17

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. 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 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.

World War II The aim of this lesson to analyse and evaluate the part played by women in World War 2. Students will analyse a number of propaganda posters used at the time, with particular reference made to the use of headings, colour, messages and the images used. Traditional teaching has always focused on work undertaken by women such as nursing, the W.A.A.F. or the Women’s Land Army. Although the students will learn the about the vital role women played in these jobs, they will also learn about the Special Operations Executive set up by Churchill as he recruited sixty women to operate behind enemy lines to ‘set Europe ablaze’. There are four case studies to unpick as well as some great video links to accompany the lesson. The plenary requires the students to match the key word to the images shown. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

Suffragettes Why were so many people in the Nineteenth Century prepared to die for universal suffrage? How had the Industrial Revolution created so many divisions and changes in society where towns such as Manchester, Sheffield and Birmingham had no MP’s and thus went unrepresented in Parliament? Could Parliament see the injustice of denying the vote to working class men and industrialists who were making Britain the workshop of the world? Thus the story starts with why having a vote is so important today and who had the vote in the Nineteenth Century. Students are given a slip at the beginning of the lesson only to realise many of them don’t have a vote much to their annoyance. The final part of the lesson is to analyse the events of the Peterloo Massacre (named after the battle of Waterloo) and why the magistrates of Manchester were so scared at giving people the vote. However the battlelines were drawn and so setting the seeds for the Suffragette movement at the turn of the century. 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.