I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
This bundle follows the Key Stage 3 National Curriculum - challenges for Britain, Europe and the wider world 1901 to the present day with a focus on the Second World War and the wartime leadership of Winston Churchill.
The aims of this bundle are to know and understand how people’s lives in Britain were affected by World War II under the guidance of Winston Churchill.
I have created, readapted and used these lessons to challenge and engage students, but also to show how much fun learning about this part of history really is.
Students will learn and understand key historical skills throughout such as continuity and change in the role and use of propaganda in World War II, the causes and consequences of the policy of appeasement, breaking the Enigma Code or the evacuation of children, the similarities and differences of life on the Home Front, the significance of Winston Churchill and interpretations about whether there really was a Blitz spirit.
The lessons are as follows:
L1 Adolf Hitler
L2 Causes of World War II
L3 Appeasement
L4 Winston Churchill
L5 The Home Front - preparations
L6 The Home Front - propaganda
L7 The Home Front - rationing
L8 The Home Front - women (free lesson)
L9 Evacuation of children
L10 The Blitz
L11 The Enigma Code
L12 Prisoners of war (free lesson)
L13 Occupation of the Channel Islands
This bundle on the Second World War includes retrieval practice activities, suggested teaching strategies and differentiated materials.
All lessons come in PowerPoint format if there is a wish to adapt and change.
I have also included two free lessons in the bundle to give an idea of what is being offered.
I would also strongly recommend you assess students on this unit of study based on GCSE style questions from your chosen exam board.
AQA GCSE 9-1 Elizabethan England, 1568-1603
The overarching aim of this and the subsequent bundle of eleven lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign.
The eleven lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this.
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
Cold War and the Olympics
This lesson explores the link between the Cold War and sport.
As with technology and space exploration, sport was an area where rival powers could prove or assert their dominance without going to war.
Students compete a recall, retention and retrieval task on the previous Vietnam War lesson before undertaking a true or false quiz.
They analyse and evaluate medal tally statistics from previous Olympics and make judgement about the anomalies in different years.
They are given an account of the history of Olympic success and are challenged as to why it was so important to do well for your respective country.
As with previous lessons they use the light bulb and key question to continue to annotate around as the fear of losing spurred both nations on to different extremes.
No lesson on Cold War sports would be complete without refence to the Rocky film and the US propaganda machine is in full force as grit and determination to train is pitted against the use of drugs to cheat. Students can then determine which statement to agree with and use argument words to convince their peers.
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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 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 British Empire
This lesson focuses on the upheaval of the lives of the indigenous peoples of Australia with the coming of the Europeans.
The lesson starts by looking at their customs and traditions and how these were quickly attacked through the attitudes and settlements of the colonists. A ‘Horrible Histories’ version of events is also scrutinised and questioned on its accuracy.
I have included some comprehension questions and source scholarship using an extract from the brilliant ‘Empireland’ by Sathnam Sanghera which explains the atrocities committed in Tasmania by the colonists.
Paintings from Governor Davey of Van Diemen’s Land can also analysed so the students are able to prioritise the most significant changes the colonists made to Australia and the legacy of the British Empire.
The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
The lesson is fully adaptable in PowerPoint format and can be changed to suit.
This bundle is the second part in a series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship.
As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Wall Street Crash and the transformation of the Nazi Party into an electable and indelible force.
They will study (AO2) second-order concepts such as change and continuity in the economic problems facing Germany and the causes and consequences of Hitler becoming Chancellor.
The analysis and evaluation of sources (AO3) are used in for example The Night of the Long Knives lesson whilst substantiated judgements are made (AO4) on the limited opposition in Nazi Germany as it moved from a democratic into a totalitarian state.
The lessons are as follows:
L1 The Wall Street Crash
L2 The rise of the Nazis and the transformation of the Nazi Party
L3 Hitler becomes Chancellor (free resource)
L4 Reichstag Fire and Enabling Act
L5 The Night of the Long Knives
L6 The Nazi Police State
Please note that setting a full mock examination in class after completing this unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
Each resource gives suggested teaching strategies and are differentiated . They come in PDF and Powerpoint formats and can be amended and changed to suit.
The resources all include suggested teaching strategies, retrieval practice, differentiated materials and come in PowerPoint format if there is a wish to adapt and change.
Elizabethan England 1568-1603
This is a Summary Revision Guide tailored to the AQA GCSE 9-1 Elizabethan England 1568-1603 unit.
It has also been revised to include the historic environment question for 2024 for the Americas and Drake’s Circumnavigation, with an emphasis on location, function and structure, people connected, design and important events connected to it.
The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form.
It is also extremely useful and cheap for printing and giving out when the students claim they have forgotten everything they have been taught!
I have included both PDF and Word formats so the resource can be edited and changed to suit.
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.
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.
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.
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 and worksheets to deliver the lesson.
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.
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.
This lesson was borne out of a necessity to explain and clarify the theatres of war in World War II after teaching this unit of study at Key Stage 3 to my classes.
Having taught this unit last year without this lesson, I found students were getting confused as to where World War II was being fought on a global stage; whether it be fighting in Europe, in the Atlantic, North Africa or in the Far East.
Therefore this lesson aims to simplify the geographical locations covered. Using a world map, they have to plot which countries were involved and who they were fighting for, be it for the Allies or the Axis powers.
This map will also appear throughout this unit of study to pinpoint where in the world the lesson is focused on.
Students will also analyse and study famous photographs of World War II and try to explain why they are significant, such as Hitler at the Trocadero in France, the image of St. Pauls in London during the Blitz or the Soviet flag being waved on top of the Reichstag.
Students are also required to plot a timeline of events using information provided and subsequently noting whether each event was a success or failure for each side.
The subsequent plenary tests students’ general knowledge about the war in an ‘odd one out’ activity.
This 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.
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.
The aim of this lesson is to question the integrity of Field Marshal Douglas Haig, one of the most controversial figures of the First World War.
Does Field Marshal Douglas Haig deserve the nickname of ‘The Butcher of the Somme’?
Students are given the context of the ‘Lions led by Donkeys’ argument and are then led through a journey of audio, video, and source evidence from which they have to make a judgement at the end if he deserves his nickname.
They will also recognise and analyse how views about Haig have hardened and then softened over time.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study 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.
Germany 1890-1945: Democracy and Dictatorship
The aim of this lesson is to evaluate how effectively the Nazis controlled its Youth.
The lesson is split into two parts and can be delivered over two lessons.
The first part looks at the Hitler Youth, the activities organised for boys and girls and the purpose behind them.
Students then have to analyse four pieces of evidence and evaluate how much they are being controlled.
Some differentiated questioning and higher order thinking allows you to see how much they are making progress in the lesson.
The second part focuses on education and what the young people are taught at school.
Again the students are challenged and questioned on how effective this diet of propaganda was, with an emphasis that not all lessons were anti-Semitic.
Various and excellent video footage is used to consolidate understanding.
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
This lesson aims to evaluate the problems within Industrial towns and the impact they had on the growing population during the Industrial Revolution.
The lesson starts by analysing the source from Punch in 1852, 'A Court For King Cholera’, which is later annotated to help aid discussion.
Various images, video evidence and headlines allow students to build up a picture, which they then have to explain to a friend in a letter - using scaffolding and a writing frame if required.
Students also evaluate how and why the living conditions became like this and question if this was the case across the country as they are given further evidence from the wealthy in Victorian England, comparing the dwellings of the rich and poor.
Students will therefore be able by the end of the lesson be able to give an effective and balanced answer to this 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.
Germany 1890-1945: Democracy and Dictatorship
This lesson analyses the reasons why Hitler executed the leaders of the SA.
After a recap of the previous lesson, students start unpicking the events leading to the Night of the Long Knives.
Students are put into Hitler’s shoes; who should he choose to lead him forward in his new Third Reich - the Brownshirts or the Army?
The conclusions are never totally clear in favour of one or the other, making sure the students are challenged and have to think things through and justify their choices.
The events are also explained through a text mapping grid which the students also have to decipher as well as video evidence.
There is also a choice of two plenaries from Connect 4 to a talk like an historian quiz and some GCSE exam question practice to complete 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.
The Middle Passage and its horrendous journey for the slaves is shown in this lesson through video, audio and source based evidence.
Students analyse how the slaves were treated and the conditions they endured.
They then have to catalogue these conditions in a grid before trying to persuade a film director, who is making a film on slavery, that he is being misled about the journey. The advise the director is being given is from a slave ship owner, Captain Thomas Tobin.
Some differentiated key questions check their understanding through the lesson.
Students finally have to prioritise the worst conditions the slaves faced and justify their choices in an extension activity.
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.
Germany 1890-1945: Democracy and Dictatorship
The aim of this lesson is to analyse Nazi policies towards women and then evaluate how effective they were at controlling them.
The start of the lesson questions the qualities Hitler is looking for in women and then questions what makes the perfect Nazi woman using key words.
Students then have some differentiated questions to complete, using text before evaluating how much certain women were controlled and explaining to what extent.
A GCSE practice question focuses on ‘Which source is the most convincing?’, complete with simplified markscheme and notes on the slide for more guidance.
The key words are then revisited in the plenary.
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.
