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 understand the rise of the cattle industry and the impact it had on the American West. Students are given a Texan Cattle Industry Thinking Quilt which introduces them to new concepts and key words. They are introduced to Joseph McCoy and have to decipher a number of statements relating to him which have specific errors in them to correct. They analyse various texts and video links on the Goodnight-Loving Trail as well as the rise of John Iliff and have to work out relating statistics as well as key questions which aim to challenge assumptions and beliefs. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary is a talking heads activity. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice on source recall is also included. It comes in PowerPoint format if there is a wish to adapt and change.

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 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson aims to explain how English planning for the Spanish Armada was forward thinking, complete with technological innovation, daring courage and just a little bit of luck mixed in. Students have a choice of differentiated materials at their disposal to analyse historical significance of these English innovations and the Commanders involved. Students also have a chance to use causational equations to promote linking ideas together to provide sustained lines of reasoning required for the higher level 4 answers in the marksheme There are some exemplar answers given at the end to emphasise common mistakes and how students can achieve the highest grades, which are typical of those analysed in AQA GCSE courses such as ‘getting to grips with Elizabethan England.’ 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 9-1 Elizabethan England, 1568-1603 This lesson questions if there really was an Elizabethan Golden Age or was it really a myth? Was it just some Elizabethan propaganda to promote Elizabeth I and the Tudors? The students get themselves involved in a mini debate agreeing or refuting the question using Cornell Note taking before presenting their findings to the class. They will also tackle a GCSE ‘write an account’ question before peer assessing it and deciding what went well and how they need to improve the answer. 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 9-1 Elizabethan England, 1568-1603 I devised this lesson not long into teaching my Year 11 groups about Elizabeth, as they soon became confused with all the advisors, favourites and ‘Roberts’ in her life. This lesson attempts to clarify and simplify the role of these men and why she needed them. This is an independent research task as the students find out key information and record it on a grid. The ‘significance’ question in the exam is also addressed as they evaluate their importance to Elizabeth. The plenaries at the end of the lesson include canalysing a video clip as well as testing their knowledge and challenging their thinking skills. 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 9-1 Elizabethan England, 1568-1603 This lesson aims to explain how Elizabeth approached the sensitive subject of religion in a calm and pragmatic fashion. The first part of the lesson concentrates on the differences between Protestants and Catholics and why Elizabeth should take a different perspective on religion compared to her predecessors. The second part of the lesson describes and explains the Elizabethan Settlement using a text mapping activity before students answer a GCSE question on the significance of the Settlement in the context of her reign. The lesson is also linked to video footage from the film Elizabeth. 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. Any reviews will be greatly appreciated

AQA GCSE Conflict and Tension 1918-1939 The aim of this lesson is to make sure students are able to remember the finer points of the Treaty of Versailles, 1919. By the end of the lesson they should be able to give an accurate, detailed knowledge and understanding of which parts of the Treaty of Versailles the Germans hated the most and why Using a podcast, video evidence and different revision techniques in the classroom such as using a chatterbox, students using this lesson will have the tools required to answer a GCSE practice question making substantiated judgements. Furthermore they are given a student friendly markscheme which they can use to peer assess their work. This lesson has a variety of learning strategies to enable a fun, engaging and challenging lesson. 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 analyses the other treaties which were placed upon Germany’s Allies, notably Trianon, St Germain, Neuilly, Sevres and Lausanne. Students recap quickly on the terms of the Treaty of Versailles and are introduced to the other treaties, which they recognise follow a similar punitive pattern. As they unpick each of the treaties bestowed upon Austria, Hungary, Bulgaria and Turkey, they have to question why the Allies reversed their original peace treaty of Sevres and evaluate the impact this had on the international community. This lesson comes with worksheets, differentiated questioning and a plenary which challenges their learning for the lesson. 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 is an introductory lesson to the Conflict and Tension course. The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask. There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed. Students analyse the aims of the Peacemakers before the Treaty of Versailles based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes. Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals. Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given. 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 Conflict and Tension 1918-1939 The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise. The lesson is quite topical and uses current political events to discuss conciliation and compromise. The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise. As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea . Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons. 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.