“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan The lesson begins with a game of Bingo to see how much they already know (there are 30 different cards and a list of 61 key questions to read out with answers such as Article 231, Woodrow Wilson, 100,000 etc). The winner is the first to get a line crossed off and to shout out Bingo. A second starter activity then leads to students address the views of Harold Nicolson who said the treaty was “neither just nor wise” with historian Alan Clark who argues that this view “needs to be abandoned.” Lesson aims and objectives are introduced and these are graduated (all will/most will/some will). Students then proceed to work through a very detailed set of slides (teacher talk) which is broken into for and against arguments. Arguments that it was justified include the Kaiser’s September programme, the harshness with which Germany had treated Russia at Brest-Litovsk, and the need to crush German militarism after the invasions of France in 1870 and 1914. Arguments given that the Treaty was not justified include how it created the stab in the back theory, German expectations based on Wilsonianism and the 14 Points, the argument that Germany might not be solely responsible for the First World War, and of course the economic and political instability it caused in Germany. Students then complete a 14-piece card sort activity (there is a colour-coordinated version for purposes of differentiation if required) and they then fill in and glue on the explanation cards. The lesson concludes with a Blockbusters game plenary. Students choose an acronym and the teacher reads out the clue. If they get it right they continue. The winner is the person who makes a continuous line from top to bottom or from left to right. The final plenary asks students to revisit the debate between Nicolson and Clark and to vote with their feet.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students begin by identifying what’s behind the squares in the starter activity which leads to source analysis which is designed to introduce the Key Question - What were the motives of the Big Three at Versailles? The class then explore a detailed set of notes before being issued a character card. The class then hotseat in role using the masks provided before concluding with a ‘Have I got News for You?’ style plenary in which they have to fill in the gaps to show comprehension. I hope your students gain as much from this lesson as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students always find Dingbats a really engaging starter and one which sets a nice tone for the lesson. The class then work through a set of detailed notes which are high on precision before consolidating their learning by selecting two reasons for and two reasons against the policy and using this information to complete the newspaper template. I hope your students enjoy this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students explore the Key Question ‘How successful was the League of Nations in the 1930s?’ They begin by acting out cards which they will have covered in the 1920s as a game of charades. The class then work through a set of detailed notes before playing a game of snakes and ladders bingo. It needs to be printed in colour and laminated but these work great with students and as an activity the league’s successes (ladders) and faults (snakes) become very clear. The lesson concludes with an angram plenary to test student comprehension of key terms. I hope your students enjoy this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students work through a comprehensive set of notes before attempting a Tarsia card sort activity to consolidate knowledge acquired. The lesson concludes with a game of Nazism Guess Who whereby students ask only questions which require a yes/no response (they can use the internet to help respond). Please note prior to purchase this game works best if you already have a board upon which you can stick the pictures! I hope your students find this lesson on Widerstand as useful as mine always do.

This is one of my most important lessons because not only is the content very precise but it refines student’s ability to consider significance as an historical concept. The lesson begins with a starter activity which invites students to consider the basest aspects of Nazism and then leads into a detailed set of notes. The class then complete a ‘clever cross’ activity where they measure who gained the most and in which they complete a numerical exercise. The lesson concludes with a powerful plenary in which students are introduced to Anthony Partington’s criteria for measuring historical significance and this is linked directly back to the Key Question. I hope your students gain as much from this skills and content based lesson as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students begin to explore the concept of totalitarianism by a class discussion of photographs of a much-loved Hitler in the starter activity. This the leads to students accessing a detailed set of notes before beginning a mind map exercise in which the class explore the role of propaganda, economics, crushing of opposition and use of terror. Students conclude this lesson by participating in a Connect 4 style plenary to measure subject knowledge. I hope your students get as much out of this lesson as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students explore how Hitler consolidate power between 1933-34. The class begin with a mix and match starter to test subject knowledge before working their way through the notes. They then complete a playdoh storyboard to consolidate their learning (this can be done as a simply drawn storyboard if the teacher prefers). The lesson finishes with a back to back plenary in which students are awarded points for guessing their partners key words (there are given words they are not allowed to use). In this lesson students explore a high level of content in an engaging and active manner designed to embed subject knowledge in long-term memory.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “How far did the Weimar Republic recover in the Golden Years, 1924-29?” This lesson begins with a starter activity in which students are invited to attempt a truth (a question about an area of German recovery) or a dare (they draw or reenact an aspect of German recovery). There are then graduated lesson aims and objectives (all will/most will/some will) before 6 slides of detailed background knowledge to enable teacher exposition. Students then begin the main activity which is to place 48 pieces of evidence into factors (how Germany recovered politically, economically, culturally, and in terms of its international standing). This provides the class with knowledge to begin the written task. The aims and objectives are revisited and the lesson ends with a trash can plenary where students place Post-It notes of knowledge into 4 different areas. I hope your students get as much out of this lesson as mine do. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson will introduce your students to Weimar Germany fantastically well. Students complete a maths challenge in the starter PPT to introduce them to some of the financial difficulties Germany was facing. After this the class work through a set of exceptionally detailed notes before completing a funneling activity designed to help them discriminate between evidence to form a judgement to help them answer the Key Question. The lesson concludes with a class vote PPT plenary. I hope your students get as much out of this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This is a powerful lesson which really gives students pause for thought. The class start with a what’s behind the squares activity which reveals a female Soviet sniper and which is designed to stimulate discussion about the nature of war. The class then read through an incredibly detailed set of notes before beginning a design-a-memorial task for which they are expected to include precise historical detail. The lesson concludes with a powerful piece of source analysis which invites further informed comment on the nature of fighting on the Eastern Front. I hope your students get as much out of this lesson as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love this activity. 120+ questions based on the following categories: Rise to Power Purges & Show Trials Cult of Personality WWII Five Year Plans Collectivisation It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. Allow students to use Ipads or Internet devices to research answers depending on their level of subject knowledge. At IB/A Level I expect students to answer unaided but at GCSE/IGCSE and below I use this activity as a research lesson and allow them to research responses. I hope your classes enjoy this activity as much as classes always do! Its one of my favourite revision activities.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan I really enjoy teaching this lesson but it makes a content-heavy subject very easily understood. Students begin by breaking down a source using the OPVL method (origin, purpose, value, limitations) before proceeding to work through an extremely detailed set of notes. The class then use this information to create their own cults of personality before attempting a mix and match memory card game to test their comprehension. The lesson concludes with an exit ticket plenary. I hope your students enjoy this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love this lesson. They begin with an odd one out activity designed to get them thinking about Stalin as the ‘man of steel’ before working their way through detailed notes. They then proceed to take part in a tale of the tape activity where they identify Stalin’s strengths and Trotsky’s mistakes/weaknesses. Following this students complete a piece of structured piece of writing before completing a plenary exercise in which they create a pentagonal plan of reasons which address the Key Question. I hope your students enjoy this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love this activity. 125+ questions based on the following categories: Early problems 1919-23 Golden years 1923-29 Rise of the Nazis 1929-33 Terror 1933-45 Propaganda 1919-45 Life in Nazi Germany 1933-45 It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. I hope your classes enjoy this activity as much as my IGCSE and IB classes always do! The questions are based around the notes from my lessons so should stretch most students but if you require a differentiated version you can allow students a fixed time to research responses on the internet as they play.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love this activity. 180+ questions based on the following categories: The Qing Dynasty Warlords Mao’s rise to power The Great Leap Forward The Cultural Revolution Daily Life It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. I hope your classes enjoy this activity as much as my IGCSE and IB classes always do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan I am very proud of the precision and amount of detail in this lesson and its designed to be engaging and to ensure students make measurable progress. The class begin by exploring an odd one out exercise for the starter activity and this draws their attention to early Chinese views of westerners. This then leads into an extremely detailed set of notes (which I created when teaching in China) before students attempt a 30 piece hexagonal card sort which is colour-coded into factors. The class then make links and explain the Key Question before finishing with a fun ‘Just-a-Minute’ plenary in order to test their understanding and knowledge gained. I hope you enjoy this lesson as much as my students do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson will really get your students actively engaged. They begin by figuring out the anagrams of key terms and phrases from the course before working through a detailed set of notes on how China changed after the 1911 Revolution. From here students proceed to complete a 15 piece card sort, arranging them into social, political and economic impacts of Warlordism. Students then complete the lesson with a fun activity (Dingbats) designed to test how well they have understood the key vocabulary and events from the lesson. This lesson was one I created and planned while teaching in China and I really invest as much precision in the historical detail as possible. I hope your students enjoy it as much as mine.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson will really get your students to engage with evidence handling and to think like Historians. I am confident that the level of detail and precision in my resources is much stronger than you will find elsewhere (because of the amount of pride I take in my own historical research). During this series of activities students are introduced to John through singing along to the lyrics of a Disney song in the PPT. They then read through background information before siphoning through 31 detailed factor led and differentiated evidence cards about King John’s life ranging from his military defeats in France through to his love of bad wine and fondness for chewing his nails. Students place these two columns, positive and negative qualities and choose which cards are most significant and which to discard. The lesson concludes with a PPT asking students to vote on a report that John was the ‘worst Briton’ ever. I hope you enjoy this lesson as much as my students do! It is an excellent lesson in helping students comb through evidence to form historical interpretations.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan A comprehensive fully resourced lesson. Students begin with a ‘what’s behind the squares?’ starter PPT which gets them to think about the brutality of the regime prior to the May 4th Movement. The class then work through a detailed set of notes before taking on the challenge of creating a rap-style confrontation between Chiang Kai-Shek and Mao (to help with this there are modelled responses and a crib sheet of key information on both). If students prefer they can of course also replace the rap with letter writing. The lesson concludes with a formative assessment PPT which tests students subject knowledge acquired in the lesson in which they decide if a piece of information relates to the GMD or the CCP. I love this lesson because it makes tracking student progress very clear. I hope you enjoy it.