This lesson examines the consequences and the importance of the construction of the transcontinental railroad for the development of the American West as well as the impact on the Plains Indians. All of the lessons for the American West unit contain a variety of learning tasks suitable for all abilities, practice exam questions, engaging individual or group activities as well as the key information needed for the Edexcel Specification. Each lesson features a fact sheet which is intended to be used as a substitute for the text book. Therefore, this lesson contains everything you will need for the lesson. If you have found this lesson effective, please be kind enough to leave a review. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors.

Students to explain why Hitler decided to re-organise the Nazi Party after his release from prison in 1924 and then explain why the Nazi Party did not gain the support it hoped for. The lesson includes: All of the lessons for the Weimar and Nazi Germany topic contain a variety of learning tasks suitable for all abilities, practice exam questions, engaging individual or group activities as well as the key information needed for the Edexcel Specification. Each lesson features a fact sheet which is intended to be used as a substitute for the text book. Therefore, this lesson contains everything you will need for the lesson. If you have found this lesson effective, please be kind enough to leave a review. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors.

This lesson examines the traditional lifestyle of the plains indians such as their beliefs and their way of life. All of the lessons for the American West unit contain a variety of learning tasks suitable for all abilities, practice exam questions, engaging individual or group activities as well as the key information needed for the Edexcel Specification. Each lesson features a fact sheet which is intended to be used as a substitute for the text book. Therefore, this lesson contains everything you will need for the lesson. If you have found this lesson effective, please be kind enough to leave a review. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors.

This lesson helps students identify the consequences and importance of the creation of NATO and the Warsaw Pact. Various activities are included as listed below along with all the information students will need on an A4 fact sheet. RECAP: Two versions of a card sorting task (see image) which asks students to organise events and key terms into ‘east’ and ‘west’. STARTER: A filling in the missing terms starter to recap the Berlin Crisis and link to the creation of NATO and the Warsaw Pact. Answers revealed and animated for student peer/self assessment. DISCUSSION: An A4 chart which statistics about the two military alliances. The students have to work together to infer meaning from the chart. BACKGROUND: A teacher led, animated version of events with a clear map to show the two military alliance sides. TASK 1 AND 2: A letter to be written from the leaders of each country to their alliance members. Each short letter will outline the aims of the military alliance and its reason for being created. Instructions given on the sheet. EXAMPLE EXAM QUESTION: Explain two consequences of the Berlin Crisis for the development of the Cold War [8] Two examples are given and students need to provide reasons for one answer being better than the other. RECAP QUIZ: Is the fact about NATO or the Warsaw Pact? FACT SHEET: An A4 printable fact sheet with all information needed for the lesson. This will save the use of the text book. UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

2023 UPDATE INFO: To take into account copyright, images have been attributed where appropriate and are, to the best of my knowledge, all in the public domain. Images created by myself using Power Point tools have also been noted as creations of RAResources. Please contact me in person if you see any errors. This lesson specifically looks at the consequences and importance of the Soviet invasion of Afghanistan in 1979. This is a complete lesson where no other resources are needed as a detailed fact sheet has been included at the end of the PP. RECAP: Students complete the alphabet quiz where they need to think of a key word from the Cold War topic so far for each letter of the alphabet. STARTER: Location of Afghanistan - what issues can the student identify from the location of the Soviet Union and their knowledge of religions around this area. You may wish to supplement with a world map. BACKGROUND: Slides which fully explain why the Soviet Union invaded Afghanistan in 1979. TASK 1: Students have to read through the main consequences of the invasion and categorise them into one of 5 different categories (see image). The students will then find this useful to help them organise their consequences response in a more structured and historical way as well as learn the consequences of the invasion. TASK 2: Chronology - just in case a narrative account comes up, the students are asked to re-arrange 10 events of the invasion into the correct chronological order. EXAM FOCUS: Students in this lesson focus on the consequences question: Explain two consequences of the Soviet invasion of the Soviet Union (1979) [8] Sentence starters are given along with an example paragraph for analysis by the students. EXTENSION TASK: A modern political cartoon looking at the different interpretations of Afghanistan over time.

This lesson questions how far society and the economy changed after 1066. It will also challenge the students to think about short and long term changes as well as positive and negative changes. The lesson includes: Clear learning aim with learning outcomes linked to GCSE grades, a recap from previous learning, an engaging starter task, background information, a pit-stop plenary, a choice of tasks for all levels and learning styles, clearly written instructions in the notes section of each slide, exam practice questions, extension questions, a plenary, differentiation for higher ability students and two fact sheets which can be used on its own or alongside other resources you may have. Please provide feedback if you have found this lesson useful. Thanks 2023 UPDATE INFO: To take into account copyright, photographic and cartoon images have been attributed where appropriate and are all in the public domain. At times, the images I have wanted to use have been restricted and so you may wish to use your own. Images created by myself using Power Point tools have also been noted as creations of RAResources. Please contact me in person if you see any errors.

This lesson covers further reasons for lawlessness as well as further examples of lawlessness such as Bill Hickock, Jesse James, Thomas Smith and the Reno Gang. All of the lessons for the American West unit contain a variety of learning tasks suitable for all abilities, practice exam questions, engaging individual or group activities as well as the key information needed for the Edexcel Specification. Each lesson features a fact sheet which is intended to be used as a substitute for the text book. Therefore, this lesson contains everything you will need for the lesson. If you have found this lesson effective, please be kind enough to leave a review. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors.

This lesson explores the various reasons why there was conflict and tension between the homesteaders and the cattle ranchers. All the resources are included for the teaching of the lesson and so there is no need for any text books. All of the lessons for the American West unit contain a variety of learning tasks suitable for all abilities, practice exam questions, engaging individual or group activities as well as the key information needed for the Edexcel Specification. Each lesson features a fact sheet which is intended to be used as a substitute for the text book. Therefore, this lesson contains everything you will need for the lesson. If you have found this lesson effective, please be kind enough to leave a review. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors.

This lessons is the case study for Unit 1 and looks at the Viking city of York. Students focus on why Viking migrants settled in York, how the Vikings used York for trade, the relationship the Vikings had with the Church in York as well as the decline in Viking control. As always, this lesson contains all the materials, information and resources you will need to teach the lesson and therefore there is no need for any text books. Slide 1: Title slide - The Viking settlement of York Slide 2: GCSE Graded lesson outcomes Slide 3: A recap of Viking migration so far - filling in the missing terms Slide 4: Answers reveled to the recap activity Slide 5: A student copy of the recap task (suitable for photocopying) Slide 6: The location of York Slide 7: The location of York Slide 8: Evidence about the Vikings in York - What can coins tell us? Slide 9: Evidence about the Vikings in York - Source material analysis Slide 10: Student worksheet to be used alongside the fact sheet for the lesson Slide 11: What was the overall impact of the Vikings in England? Slide 12: 12 mark example exam questions based on York and the Viking migration Slide 13-14: Match up the Viking key term to the meaning Slide 15: Lesson Fact sheets 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

This lesson examines the impact and contributions made by migrants in Medieval England. Students at first learn about the many different contributions which were made before analysing and evaluating their impact. This lesson includes the following: Slide 1: Title Slide - To examine the Impact of Migrants on Medieval England Slide 2: GCSE Graded outcomes for the lesson Slide 3: Previous Lesson Recap - Who am I? Slide 4: Previous Lesson Recap - Answers Slide 5: Outline of the lesson looking at the term ‘impact’ Slide 6: Starter Activity Slide 7: Two Options for a main learning task Slide 8: Follow Up Evaluation questions Slide 9: Example 4 mark exam questions Slide 10: Example 12 and 16 mark exam questions Slide 11: Learning Review Crossword Slide 12: Learning Review Crossword answers Slide 13: Printable crosswords Slide 14: Lesson Fact Sheet 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

This lesson helps students explain the reasons why migrants came to England in the Early Modern period. Migrant groups are: The Huguenotes, Palatines, Jews, Africans, Indians and Roma Gypsies. As always, all the resources you need are included in this lesson including a fact sheet which has been adapted from both the Pearson and Oxford GCSE text books. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance. Slide 1: Title Slide Slide 2: GCSE learning outcomes for the lesson Slide 3-4:Key Term Recap from previous lessons with answers Slide 5: A map outlining where migrant groups came from Slide 6: An outline of push and pull factors Slide 7-8: Important Key Term Match Up with answers Slide 9: An animated overview of the Huguenot Migrants Slide 10: An animated overview of the Palatine Migrants Slide 11: An animated overview of the Jewish Migrants Slide 12: An animated overview of the African Migrants Slide 13: An animated overview of the Indian Migrants Slide 14: An animated overview of the Roma Gypsy Migrants Slide 15: Instructions for the main learning task Slide 16: A printable table for students to complete the main learning task Slide 17: Challenge Questions Slide 18: 4 Mark Practice Exam Questions Slide 19: 12 and 16 mark Practice Exam Questions Slide 20: Source Analysis activity Slide 21-22: Learning Review Activity Slide 23-24: Fact Sheets for the lesson

As with every lesson in this published topic, you will not need any additional resources or text books. I have adapted the information from the Pearson and Oxford text books into my own printable fact sheets. This lesson explores the impact that migrants had on the economy, agriculture and culture in Early Modern England. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance. Slide 1: Title slide - To evaluate the impact of migrants on Early Modern England Slide 2: GCSE graded lesson outcomes Slide 3: Previous Lesson Recap Quiz Slide 4: Previous Lesson Recap Quiz answers Slide 5: Source image of the stonework outside the Huguenot Church in London Slide 6: Starter Activity - Source Analysis (The Printing Press) Slide 7: Starter Activity - Source Analysis (silk weavers in London) Slide 8: Learning Task Option 1 (Mind Map/Diagram) Slide 9: Learning Task Option 2 (Letter to Queen Anne) Slide 10: Learning Task Option 3 (Question sheet) Slide 11: Challenge Tasks Slide 12: 4 mark Practice Exam Questions Slide 13: 16 Mark Practice Exam Questions Slide 14: Learning Review Quiz Slide 15: Learning Review Quiz answers Slide 16: Fact Sheet

This lesson allows students to examine the varied positive and negative experiences of migrants such as the Huguenots, Palatines, Jews, Roma Gypsies, African and Indians in the Early Modern period. As with all the lessons in this topic, I have used both the Pearson and Oxford books to complete a 2 page fact sheet for the lesson. Therefore, there is no need for any additional text books. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance. Slide 1: Title slide -To examine the experiences of migrant groups in the Early Modern period Slide 2: GCSE graded lesson outcomes Slide 3: Recap - Who and where did migrant groups come from in the Early Modern period? Slide 4: Starter Activity 1 - Source Analysis Comparison Slide 5: Starter Activity 2 - Case Study analysis Slide 6: An outline of the lesson and outcomes Slide 7: A printable worksheet for students to complete Slide 8: Challenge tasks Slide 9: What factors influenced the success of migrant groups in this time? Slide 10: 4 mark exam questions Slide 11: 12 and 16 mark practice exam questions Slide 12: Learning Review - complete the sentences Slide 13: Learning Review - answers Slide 14 & 15 - Lesson Facy Sheets

This lesson covers the case study of the Flemish and Walloon weavers who migrated to Sandwich and Canterbury during the 1500s. As with every lesson, I have included the fact sheets needed for this lesson. The information for these fact sheets has been adapted from both the Pearson and Oxford GCSE History text books. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance. Slide 1: Title slide Slide 2: GCSE outcomes for the lesson Slide 3: Previous lesson recap quiz Slide 4: Previous lesson recap quiz answers Slide 5: An outline of the lesson with a map showing where the Flemish and Walloon migrants came from Slide 6: Starter discussion task Slide 7: A table for students to complete their learning task Slide 8: The learning task instructions Slide 9: A compare and contrast task for students to become more aware of similarities and differences Slide 10: Optional creative writing task Slide 11: Challenge questions Slide 12: 4 mark practice exam questions Slide 13: 12 mark practice exam questions Slide 14: Learning review activity Slides 15-16: Fact Sheets for the lesson

This bumper lesson contains everything you need to teach the causes, importance, events and consequences of the Hungarian Uprising of 1956. A fact sheet is also included for students to use in place of a text book. **Recap: **A task where students are asked to look at a timeline of Cold War events so far and discuss which events will have caused the most amount of tension between the USA and the Soviet Union. Task 1: Short term and long term consequences table. Task 2: A narrative account storyboard which can easily be used alongside the fact sheet. Task 3: Students organise the events into either causes, events or consequences (see image). This will help students identify a consequence for the exam question. **Task 4: **A comprehension sheet with additional extension task if needed asking students to explain why the USA did not support the uprising. **EXAM QUESTION: **Explain two consequences of the Hungarian Uprising 1956 {8} - Students given two example sections to analyse and then expected to write their own. RECAP 1: Students given 10 answers and have to write one question to fit each RECAP 2: 10 basic questions about the Hungarian Uprising to test student knowledge. UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

This is the final lesson of Unit 2 (Early Modern England Migration in Britain) and takes a closer look at the experiences and success of the Huguenot migrants in Soho and Spitalfields in London. As with every lesson, I have used both the Pearson and Oxford GCSE History text books to produce a fact sheet for the lesson - there is no need for any other resources or text books. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance. Slide 1: Title slide Slide 2: GCSE Graded lesson outcomes Slide 3: Recap Quiz - Think you know the Huguenots? Slide 4: Recap Quiz answers Slide 5: An outline of the lesson with a map showing the location of Soho and Spitalfields Slide 6: Starter Task 1 (Source inference) Slide 7: Starter Task 2 (Source inference) Slide 8: The work of weaver James Leman Slide 9: Huguenot homes Slide 10: Worksheet (printable for students) Slide 11: Creative Writing Task instructions Slide 12: Challenge Tasks and Internet links Slide 13: 12 mark practice exam questions Slide 14-16 End of unit 24 question quiz sheet Slide 17: Lesson Fact Sheet

Fact Sheets included - no need for text books* This lesson looks at the different experiences of the migrant groups in England during the Medieval period. For example, students study how successfully each migrant group settled into England as well as explain this success/failure. Groups which will be focussed on in this lesson are: The Vikings, the Normans, The Jews, the Lombardy families and the migrants from the Low Countries. Slide 1: Title Slide - To examine the experiences and succes of the migrant groups in Medieval England Slide 2: GCSE graded outcomes for the lesson Slide 3: Recap Task 1 - Where did migrant groups come from in the Medieval period? Slide 4: Why did migrant groups come to England during the Medieval period? Slide 5: Stater Activity - A series of 4 open ended questions about the issue of migration. Slide 6: Background information about the experiences of the Viking migrants. Slide 7: Background information about the experiences of the Norman migrants Slide 8: Background information about the experiences of Jewish migrants Slide 9: Background information about the experiences of the families from Lombardy Slide 10: Background information about the experiences of migrants from the Low Countries Slide 11: Printable worksheet for students to complete with their fact sheet Slide 12: Activity table to help students examine and then analyse the success of each migrant group Slide 13: Example 4 mark exam questions Slide 14: Example 12 and 16 mark exam questions Slide 15: Challenge/Debate Questions Slide 16: Key Term Quiz Slide 17: Key Term Quiz answers Slide 18-19 - Lesson Fact Sheets 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

This lesson is the first lesson for Unit 2 - Migration in Early Modern England. It takes a look at what society was like and the changes which took place during the Early Modern period. Students use this knowledge of the wider historical context to then explain how these changes would have impacted migration. As with every lesson in this topic, the resources include a fact sheet to cover all of the information needed. This information has been adapted from both the Pearson and Oxford GCSE History text books. Therefore, no text books are needed. Side 1: Title slide - To examine the changes in Early Modern Society Slide 2: GCSE Graded lesson outcomes Slide 3: A Medieval Migration Recap quiz Slide 4: An outline of the lesson Slide 5: Starter Activity 1: Name the monarchs from their portrait Slide 6: Starter Activity 2: Where in the world mapping activity Slide 7: Two types of migration - voluntary and forced Slide 8: An explanation of the main learning task Slide 9: A printable table to be used with the main learning task Slide 10: Two 4 mark practice exam questions Slide 11: Two 12 mark practice exam questions Slide 12: Challenge Follow Up questions Slide 13: Useful research questions Slide 14 - 15: Learning Review - What were the main changes in society? Slide 17: The lesson fact sheet 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

This lesson presents a number of tasks for the student to complete to gain an understanding of the events which led to the Cuban Missile Crisis and the consequences of the crisis for the development of the Cold War. A two page fact sheet can be found at the end of the presentation which can be printed off for your students to replace the text book and present an easier to follow narrative of events. RECAP: Class clip from BBC Bitesize and map showing the location of Cuba in relation to the key areas of the Cold War so far. BACKGROUND: 12 clearly presented slides covering the main events which led to the Cuban Missile Crisis if you would like to take the students through this in presentation format. Each slide animated to bring in information step by step. Each slide begins with a connective phrase which will be useful for the students in their narrative accounts. **TASK SHEET 1: **A basic comprehension sheet for students to either fill in or use to show their understanding in their book. (Printable). **TASK SHEET 2: **A storyboard style sheet which includes 10 boxes with key terms for each stage which students can use to analyse the links between the events. (Printable) **TASK SHEET 3: **A worksheet which asks the students to think about the consequences of the Cuban Missile Crisis and develop an explanation for each one. An example is given for the students to see the difference between their ‘point’ and the ‘explanation’ of this point. **EXTENTION TASK: **Students asked to identify and explain key turning points in the events which led to the Cuban Missile Crisis. EXAM QUESTIONS: 3 example exam questions which can be based around this topic (Consequences, narrative account and importance). **PLENARY: **Students handed a storyboard of events which has been mixed up - they should correct the order of the events. UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

This lesson examines the developments of the modern police force, especially in terms of its specialisation. PowerPoint 1: A series of worksheets and exam question sheets PowerPoint 2: Slide 1 - To explain the development and increased specialisation of the police since c.1900 Slide 2-4: The story of the police so far - a filling in the missing key terms activity with printable student handout. Slide 5-6: Starter timeline activity - can students place the developments of the police into the correct order? Slide 7-11: Background information and teacher led activities based upon themes such as crime prevention, neighbourhood watch, PCSOs and police specialisation. Slide 12-13: Activity - students match the specialist unit to theor description. Slide 14: Printable worksheet and table Slide 15: A set of 3 challenge tasks Slide 16-19: Practice exam questions Slide 20: Learning review activity Slide 21-22: Lesson Fact Sheets 2023 UPDATE INFO: To take into account copyright, all photographic and illustrative images have been attributed where appropriate and/or are all in the public domain. Clipart/vector images are all creativecommons.publicdomain.zero.1.0 which do not have to be attributed. If you have any issues regarding copyright please email me in the first instance.