This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Agent Orange, Arms Race, Bay of Pigs, Berlin Airlift, Berlin Wall, Cold War, communism, containment, Cuba, Cuban Missile Crisis, East and West Germany, exclusion zone, Fidel Castro, ideology, iron curtain, Marshall Plan, McCarthyism, NATO, Nikita Khrushchev, President Kennedy, red scare, soviet bloc, Soviet Union, Superpower, trade embargo, Truman Doctrine, U2, Warsaw Pact, zones of occupation The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Cat and Mouse Act, conciliation, constitution, discrimination, Emmeline Pankhurst, equality, Emily Davison, enfranchise, Epsom Derby, Force feeding, franchise, hunger strikes, Married Women’s Property Act, Matrimonial Causes Act, legislation, militant, Nancy Astor, patriarchal society, petition, propaganda, subordinate, suffrage, suffragette, suffragist, W.S.P.U., World War 1. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: A Church, charter, commemorate, compare, crusade, Domesday Book, Doom painting, evidence, feudalism, function, government, Harrying of the North, historical source, infer, interpretation, laws, martyr, medieval, Motte and Bailey Castle, parish, parliament, penitence, pilgrimage, reign, siege, significant, sin, surrender, The Church, tithe. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: abolition, American Civil War, auction, slave, branding, captive, emancipate, flux, Guinea coast, Harriet Tubman, Indentured servants, lynching, manumission, Middle Passage, plantation, profit, repatriation, resistance, shackles, sharecropper, slave colony, tight pack, Triangular trade, Thomas Clarkson, trans-Atlantic, underground railroad, William Wilberforce. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: The slides cover the following words and their definitions: Anglo-Saxons, allegiance, authority, cause, chainmail, change, Christianity, conqueror, consequence, continuity, defence, economic, features, feigned retreat, Fyrd, hierarchy, Housecarl, invasion, knights, landscape, medieval, Normans, oath, pagan, political, rebellion, religion, siege, society, victorious. The slides come in PowerPoint format so they are easy to change and adapt.

Britain: Health and the People, C.1000AD to present With revision constantly in full swing, I have started to make these revision workbooks which my Year 11 students love (as an alternative to death by Powerpoint). We pick certain sections each lesson to revise and come up with model answers and discuss the best way to tackle each question in the best way, considering exam time constraints. I print out the sheets in A5, which the students stick in their books and use to colour code Students answer the questions next to or underneath the sheets. They can also be used for homework or interleaving. The resource comes in Word format if there is a need to change or adapt.

This lesson aims to introduce the main contenders to the vacant throne of England in 1066 with the deat hof Edward the Confessor. Students have to understand why a chair (a throne) would cause a war and read a script to understand who the main contenders were and the reasons they put forward for having a claim to the English throne. Diffetentiated bloom’s questions aim to deepen their understanding and get them to analyse who has the best claim and why (thus extracting fact from fiction). A brilliant video link to English heritage and extra work sheets will give them all the knowledge required to create a newspaper report or table to ultimately evaluate these claims of the contenders The resource comes in PDF and Powerpoint formats 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 accompanying script for the lesson can be found here: https://www.tes.com/teaching-resource/medieval-britain-script-for-the-normans-who-had-the-best-claim-to-the-english-throne-in-1066-11456418 If you like this resource, please visit my shop where I have created further resources on Medieval Britain which can be found here: https://www.tes.com/teaching-resources/shop/PilgrimHistory

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question whether the Nazi economic miracle between 1933-9 was merely a propaganda myth. The exam practice question is introduced from the start and revisited throughout to check judgement and understanding. Students are introduced to the economic policies of Hjalmar Schacht and how he managed to stimulate the economy through for example building homes and autobahns, mefo bills and tax concessions. Students soon discover how Hitler’s meddling and appointment of Hermann Goering to the Four Year Plan, spelt disaster for the economy. Through a variety of tasks including a true or false quiz, a positive or negative challenge and plotting on a graph, they soon build up a picture of what the reality was for the economy despite the contrary messages from propaganda. The plenary requires them to describe, explain, list,correct or erase 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to decide to what extent the Nazis achieved their aims towards women in Nazi Germany. Students are forewarned about how views today cannot be applied back then and therefore Nazi policies towards women, as misogynistic as they were, would not necessarily have been rejected but welcomed by women. Some source analysis using images and text begin the lesson, as students gauge what Nazi policies were towards women in 1930’s Germany. They are questioned on policies to raise the birth rate as well as the organisational apparatus established to do this. There is a case study of Gertrude Sholtz-Klink before students evaluate the successes or failing of these Nazi policies. The plenary uses talking heads to decide who would have said what and why at the time. There is some exam practice to finish focusing on the aims of the lesson, complete with a markscheme and help if needed. 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the extent to which the Nazis created a totalitarian state Students learn how the Nazis ‘reformed’ the police system, increased the activities of the SS, SD and Gestapo and controlled the courts and judicial system. They will complete group work, with detailed information provided, ready to present their findings to the class and justify the extent of totalitarianism in Nazi Germany. The plenary will require the students to make newspaper headlines from their learning. The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a focused markscheme provided if required. 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the short and long term impact of the Night of the Long Knives for Hitler and the Nazis Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’ They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power. Students have to decide through a number of choices as to why the SA were a growing threat to Hitler There is a colour coding task to complete on the events of the 30th June together with its aftermath. Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help given if required. 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 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 was. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early 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 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. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson to evaluate the success of Nazi policies towards its workers in creating a volksgemeinschaft. Students are introduced to the DAF and its leader Robert Ley. They analyse its aims and policies in encouraging workers to increase production. They are then given a number of statements which they will RAG rate (Red, Amber, Green) which will enable them to evaluate the successes or failings of the organisation. They also learn about the Strength Through Joy programme and again have to analyse its strengths and weaknesses. Some source analysis and skills at the end of the lesson will prepare the students for some source exam practice with help and guidance given if required. 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the impact the Great Depression had upon Germany. Students are given the context to the Wall Street Crash and then have to decide if Germany’s problems throughout were the sole consequence of the Wall Street Crash. They are given further details of the effects of the slump in Germany, from which they answer some differentiated questions. Various scenarios are also put forward, from the social, political and economic effects, to who suffered more - the young or the old and the rise of extremism. These can be debated and discussed in groups or individually. The plenary further challenges which particular groups suffered in the Depression and why. Some source exam practice can be completed, with help and structure given to answer the question if needed. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to analyse the appeal of Nazism to German voters. Students will start by examining the lean years of the Nazi Party and how Hitler reshaped his vision of Nazi ideology while in prison. They will also learn about the significance of the Bamberg Conference in 1926, which reasserted Hitler’s control over the Party. The second part of the lesson will focus on the broad support and appeal of Nazi ideology to the old elites, industrialists, and the Mittlestand. Hitler’s confidence in his success was evident when he ran for President in 1932, narrowly losing to Hindenburg. In this context, students will debate, discuss, and present feedback on seven key Nazi policy ideals, explaining why these policies had such widespread appeal. To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question. 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to analyse the appeal of Communism to German voters. The lesson begins with students evaluating the significance and inferences of a 1919 communist propaganda poster. Students will engage in differentiated questioning linked to statements about the tactics of the Communist KPD Party. The lesson will compare the support for Communism with the rapid rise of the Nazi Party, examining the reasons behind the disparity in their electoral success. Students will also assess and discuss the strengths and weaknesses of Communism, providing reasons for their evaluations. The plenary activity will be a hangman game using key terms from the lesson to reinforce learning. To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question. 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic. Students begin the lesson with some differentiated questioning on the reasons for the collapse of the coalition and its immediate impact on Government as well as analysing the opposition to the Young Plan and the effects on law and order. They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies. The plenary Is an odd one out activity to consolidate the learning from the lesson. Some exam practice can be completed at the end, with help and structure given to answer the question if needed. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the consequences of Schleicher’s scheming. Students begin the lesson with a chronological quiz, recapping the events of the unit of work so far. They are then introduced to Hindenburg inner circle and how he was influenced by them in his decision making. Students also learn about Schleicher’s tactics to bring the Nazis under his control. They subsequently have to put themselves in Schleicher’s shoes and unpick his decision making. With Schleicher’s ultimate failure to govern effectively, students conclude by finalising the reasons why Hitler was to become Chancellor. Students can complete some exam question practice at the end of the lesson, with structured support provided to help them effectively answer the question. 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 A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the problems Stresemann faced as Chancellor. Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition. They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required. Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany. Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use. The plenary is an old favourite of head, heart, bin and bag. 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.