The Holocaust This lesson analyses the story of Anne Frank and celebrates her short life. It asks in a sequence of lessons I have produced, who is to blame for the holocaust? Was it the SS who rounded up the Frank family or was it friends or spies to blame for theirs and countless death during World War 2? The lesson tells her story and asks students to think of but, because and so. There are some great video links to accompany the lesson as well as some analysis on an extract from her diary and a virtual tour of the annex. A final true of false quiz checks recall and retrieval from the lesson. 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.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse and evaluate the effectiveness of the new inventions introduced in the 19th Century to the Great Plains to aid the Homesteaders and tackle the problems they faced. Students have to decide what a Homesteader would need with up to $1000 and use images to piece together how inventions would help them settle in the Plains. There is an effective rating activity using a battery in which they have to rate the most and least effective of all the inventions (or not if they take into account natural disasters). Some GCSE question practice focuses of the narrative account question with key exam skills attached as well as some help if required. The plenary involves students deciding on the answers to 12 answers. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using the odd one out is also included. It comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to decide how much of an impact the Renaissance had on medicine with the new medical ideas and thinking. The first part of the lesson focuses on the King’s evil and how an average of 3000 people flocked to King Charles II hoping to be cured by his touch. The second part analyses the treatments the King’s doctors gave a dying King Charles II, sadly having a detrimental effect rather than a positive one on his health. Students complete this as a quiz as they decide which treatments he received, before checking their answers with a student friendly markscheme. As well as looking at a brief summary of Nicolas Culpeper’s ‘The Complete herbal’, students ultimately decide and evaluate from a continuum line if indeed the Renaissance had had a breakthrough on medical understanding and improved techniques to heal patients. 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 Britain: Health and the People, c1000 to present The aim of this lesson is to assess how much and how far surgery improved in the 19th Century. The lesson is split into three parts; pain, infection and blood loss and will possibly take two to three lessons to deliver. Students learn about the problems of pain in surgery pre-anaesthetics and how surgery ‘advanced’ with the introduction of ether (William Morton) and chloroform (James Simpson) . A summarising pyramid challenges students thinking and gets them to understand why there was opposition to these new drugs. In the second part of the lesson, students analyse the new techniques used by Joseph Lister with his carbolic spray and evaluate his significance and impact overtime using sources. Finally in the third part of the lesson, students use a thinking quilt to question and comprehend the advances made in blood transfusions and the role the First World War played in developing surgery further. The lesson includes GCSE practice questions, fabulous video links to surgery both past and present and enables the pupils to challenge and question the ‘progress’ made by surgeons. Students can also summarise the topic by creating a road map using road signs to show the advances and pitfalls of surgery over time. 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.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to assess how positive the US Government’s early attempts were to ‘civilise’ the Plains Indians between c.1830-1851. By adopting a westward expansionist policy, students have to question how beneficial this was and for whom? Was America to benefit from improving the Plains, by ploughing it for farming, digging up its minerals for manufacturing or simply clearing its forests for timber? Students are given various scenarios and laws such as the Indian Removal Act and the Indian Appropriations Act and individually rate each scenario by colour coding a battery to signify positive or negative before coming to a conclusion as to who benefited from this conflict over land. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using causal equations. It comes in PowerPoint format which can be amended and changed to suit.

The English Civil War The aim of this lesson is to evaluate the devastating consequences that alleged witchcraft had on communities in Stuart England. Students will be posed questions such as: Why were the Stuarts so obsessed with witches and witchcraft? How and why did the Pendle witch trials cause so much historical notoriety and infamy? and How could you even recognise a witch and why should they be feared in the local community? These questions will be answered and explained in this lesson, which ultimately focuses on the Pendle witch trials and its results for English society as a whole, who soon lived in fear and terror for their lives. Activities include evidence collection, a true or false quiz, a literacy challenge as well as video analysis. 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 suggested teaching strategies and differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the consequences of overstocking the open range and the subsequent move to small ranches after the Great Die up of 1886-87. Students are required to tackle some GCSE exam question practice from the start as they have to work out reasons why and the consequences for the changes to the cattle industry. They also analyse the impact on cowboys and reasons for a decline in their demand. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction for the cattle industry. The plenary requires them to demonstrate what they have learnt in the lesson using a summarising pyramid. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879, known as Exodusters. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to understand the reasons for the relative success of Red Cloud against the US Government as opposed to Little Crow and Black Kettle. Students have to piece together the causes behind Red Cloud’s decision for going to war despite his tribe being divided and the awareness of the previous consequences of fighting back. They learn about Fetterman’s Trap and the second Fort Laramie Treaty. They then have to decide the reasons or limits of Red Cloud’s success (such as Sitting Bull and Crazy Horse refusing to sign the Treaty). I have also included an interactive click and drag exercise using activex textboxes which moves text to complete gap fills to reinforce the learning of the lesson. The plenary uses an interactive flashcard activity linking to Plains Indian Chiefs. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the challenges faced by Homesteaders in moving onto the Great Plains and setting up farms. Students begin by deciding how different inventions could lead to improved farming techniques. They also have to complete a true or false quiz, before using a thinking quilt to match up key facts with the correct questions. The plenary is based around the ‘are you a robot?’ idea which is becoming all too familiar when we are trying to log into a specific website. There is some follow up GCSE exam question practice using the ‘importance’ question worth 8 marks, with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a spider diagram. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to understand and evaluate the impact of the US Government policy on the Plains Indians. Students recall previous Government policy pre 1860 and analyse how this started to encroach on the Plains Indians way of life. They then have to analyse four areas of impact; the coming of the railroad, cattle, reservations and the discovery of gold. Using a cauldron, they have to decide which facts (or ingredients) are the most significant to mix into it. These ingredients are placed on the shelves. The higher the shelf, the more significant the impact of the ingredient. The plenary uses images (the linkee game) to decipher and recap further problems faced by the Plains Indians . Students then have to decide what happened at a consequence. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

AQA GCSE 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 (Rhazes, Avicienna and Abucasis) 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.

**AQA GCSE 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 Medicine. Moreover it introduces the concepts of Medical beliefs, ideas and treatments through the different time periods and questions whether these factors 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 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 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 War I and World War II. 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.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Wyatt Earp and the continuing problems of law and order in the West. It follows on from the previous lesson on Billy the Kid and analyses the gunfight at the O.K. Corral. Students learn why Wyatt Earp was employed in Tombstone and then have to emoji rate each part of his story to judge how wicked he ‘possibly’ was. They have to give reasons for each of their judgements before they give an overall assessment on his life. There is an excellent link to a documentary on Earp and well as a clip from the film Tombstone to reinforce the learning. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks, with help given if needed. The plenary is a literacy challenge which requires definitions of key words. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included from the beginning to think of the similarities and differences between Billy the Kid and Wyatt Earp. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the fears over the Ghost Dance and the significance of the Wounded Knee Massacre. Students have to analyse text, answer differentiated questions and use video evidence to evaluate the reasons for the Sioux massacre and the implications of the Ghost Dance. The plenary is a connection wall which requires students to connect 4 key words together and explain why. There is some follow up exam question practice using the ‘write a narrative account ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included from the start. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to recognise the implications of the passing of the Dawes Act of 1887 and the final assimilation of the Plains Indians by the US Government. Students begin and end the lesson with a retrieval wheel using key words they have to define, which have been used throughout the course. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction. They analyse the Dawes Act in detail and make inferences from it before they evaluate its impact on the Plains Indians. There is also some source analysis to complete as well as colour coding a thinking quilt linking key terms and their definitions. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to examine the consequences of the extermination of the buffalo and the effect on the Plains Indians way of life. Students analyse how the buffalo were exterminated and then discuss why this was possible, with some prompts to help them. They also have to answer some key questions on the impact of this extermination and are required to plan a debate taking on the role of a white settler or a Plains Indian. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks, with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using the Blockbusters game, complete with changing colours and music! It comes in PowerPoint format which can be amended and changed to suit.

AQA GCSE Conflict and Tension 1918-1939 The aim of this lesson is to analyse the thoughts of France, Britain, the USA and Russia and their reaction to Hitler’s foreign policy. Students are also introduced to Britain’s policy of appeasement and have to rate how effective negotiating with Hitler might be. Students have a choice of task from answering a GCSE question, to a balloon debate or to making flashcards to reinforce their learning. The plenary asks them to evaluate a number of silhouettes in a crowd and which character would best represent the Allied leaders. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Conflict and Tension 1918-1939 This lesson aims to explain and evaluate the Allied response to Hitler’s reoccupation of the Rhineland. Students learn why this event was significant in the road to war and how Hitler’s gamble paid off as he defied the terms of the Treaty of Versailles. They analyse video footage of the time, complete a caption competition, a true or false quiz and a text mapping exercise before they answer a 12 mark GCSE practice question (with some guidance and help 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.