This lesson applies the skills acquired in Lesson 5 to sources required for success in the OCR A-Level. It is accompanied by a model answer. I set the essay as homework.

This lesson uses sources to assess the role of appeasement on Churchill's career. It also sets up an in-house assessment which is planned for next lesson.

This lesson provides context on Churchill's life for students to develop an understanding of the life of Churchill. This lesson serves to develop students' understanding of why Churchill's opinions developed into what they were.

This lesson provides context on Britain in 1930, providing the students with an understanding of the time using sources.

This is a two-part lesson in which the students start by studying the 'Sources' which suggest that the relations were positive, followed by a lesson which argues the other way. These sources can be manipulated into an exam question, which is underneath the image on the last slide.

This lesson uses created profiles to develop students' understanding of Churchill and his generals. It is accompanied by a homework essay on the topic.

This lesson uses a card sort to assess Churchill's role at press conferences. It also breaks down the key aspects of the three Big Three conferences

This lesson examines Churchill's post-war visions regarding Empire and Europe.

This lesson examines the causes, content and consequences of the Iron Curtain speech. References to Geoffrey Best, Churchill's speech and Stalin/Truman's reactions.

This lesson develops the students' understanding of the abdication crisis. In this lesson students are given context on the abdication crisis itself and use it to assess the impact which it had on Churchill's career.

This lesson is both an assessment and DIRT session with model paragraphs which are scaffolded. I informed my class of four potential essays (attached) and selected the bombing essay for an 'in-house assessment'.

This lesson uses sources to assess why Churchill lost office in 1945. It intends to prepare students for potential exam questions on this topic.

This lesson gives guidance for an essay on Churchill and his generals. It walks through how to answer source-based questions with a walk-through of Source A.

This lesson looks at both Churchill's concerns regarding Europe and Germany, using both information sheets and sources.

This lesson alongside context provides students with an opportunity to use sources to develop a full understanding of how Churchill acted as a wartime leader.

This lesson examines Churchill and his role/attitude regarding the bombing of Germany. This requires the core textbook - Wells and Fellows 'Britain, 1930-1997'.

This lesson provides the contextual knowledge which the students need to understand the India module. The students use the India profile to form a living graph on Churchill's popularity with different groups.

This is a document which plans out the full Unit 3 for Civil Rights in the U.S.A., 1865-1992. In this, it marks the sequence of lessons, core content as suggested by OCR (with appropriate Hinterland) and wider reading which is expected for each lesson. The Scheme of Work utilises the core text, Civil Rights in the U.S.A. by Nicholas Fellows and Mike Wells, as well as online articles. A JSTOR Acount will be needed, but will not require any charges as all resourcing used is free with a free account. I have used this scheme of work throughout my time delivering this. In 2022, we enjoyed 100% A*-C, as well as 40% A-A*.

This is a combination of the OCR scheme of work and a reading list which I created. I use this for every lesson to teach a flipped curriculum. It uses the following books: -Mike Wells and Nicholas Fellows: ‘Britain, 1930-1997’ (Core Textbook) -Christopher Rowe: ‘Britain, 1929-1998’ (OCR recommended textbook) -Michael Lynch: ‘Modern British History, 1900-1999’ (OCR recommended textbook) -Andrew Marr: ‘The Making of Modern Britain, 1900-1945’ -Geoffrey Best: ‘Churchill, a Study in Greatness’ -Roy Jenkins: ‘Churchill’