A one hour lesson. Students reach a judgement based on a card sort and diamond 9 activity before writing up a response in a post card activity. There are a range of differentiated activities and tasks and worksheets. As always there are clear step by step instructions and high-quality differentiated resources with literacy support.

A lesson on the key factors that led to the end of public executions in 1868. Students anaylse an image of a public execution and complete a was sheet with four different activities. Following this they extract key factors from a worksheet and determine which factors they feel were most significant in ending public executions through a table activity which they use to create a mind map. There is a source based question to develop skills and deploy knowledge before resounding to an exam style question (literacy support included). This lesson comes as part of the Unit 3 Crime and Punishment c1700-c.1900 Bundle which can be found through my shop https://www.tes.com/teaching-resources/shop/planmylesson

Easy to follow lesson which examines the penal and police reforms led by Robert Peel. Students create a fact file, analyse the reasons for penal reforms, assess the success of the peelers based on a card sort and ranking activity (differentiated) with various extension tasks to challenge the more able and an exam style question.

A lesson looking at the political threats faced by the Weimar Republic in the years 1919-1923. Students begin by completing a survey about what makes someone left or right wing and assessing their own political beliefs. They then look at the main political parties and link these to a range of potential voters in 1918-1929 Germany. They also attempt to try to work out why different groups would be unhappy with the new government. They develop their understanding of the situation by analysing two uprisings (Spartacist and Kapp Putsch) and complete a matrix before assessing what the wider significance of both events had on Germany and how it affected the Weimar Constitution.

Students begin by creating a fact file about the event (directed and differentiated). They then look at several reasons why Japan might have attacked Pearl Harbour. They need to sort these reasons into categories or factors that motivated the attack. They eventually decide which factor was key and link this to the best supporting evidence before writing up their findings in a telegram. Literacy support and differentiated resources included as well as clear step by step instruction.

A creative and engaging lesson that introduces students to Hitler and the key events from his early life. Students extract information to create a timeline of key events (extension tasks ask the students to consider the importance of these events), label key stages of his life and . create a front cover for a book about Hitler’s life. They annotate this to explain the relevance of their chosen illustrations and the plenary requires them to write a blurb to advertise the book. Student led and teacher friendly.

A lesson on victorian women and the first lesson in the Votes for Women unit of work. Students spot differences between victorian women and 21st century women before extracting information from sources and finally creating an lonely hearts advert for a man seeking the perfect victorian woman. As always there are clear step by step instructions.

The first lesson for the Weimar and Nazi Germany unit, Edexcel (9-1) specification. Students start by completing a citizenship questionnaire to get them thinking about the Big Picture and key themes in Nazi Germany. The focus on the lesson is Germany post WW1 and the problems faced by the government. Students work through several activities, such as card sorts, ranking/ prioritising information, learning about the birth of the Weimar Republic before applying their knowledge to produce a written report into the problems faced by the government in 1918. There is a Paper 3, Section A: Question 1 exam question to attempt (markscheme included), as well as a key word grid for the unit and a question type table for the entire unit.

A double lesson that focuses on the economic problems 1919-23, the causes and consequences. A range of student led activities, such as a card sort, sequencing exercise, creating flow charts and analysing sources to determine the causes and effects of the economic crisis in 1923. The second part of this lesson sets students up for an 8 mark source based exam question (mark scheme and preparation activities included).

This lesson looks at a range of key events that impacted the population growth in Britain, 1750-1900. Students discuss key factors, select and priorities evidence before completing a teaching poster for 3 factors or events that affected population growth during the Industrial Revolution. All resources provided and modelled in the presentation. As always there are clear instructions and differentiated activities

The final lesson in our Norman Conquest unit of work. Students begin by recapping the changes/ events that took place after the Battle of Hastings e.g. construction of castles. They are then introduced to Aldred who, fearing Norman rule, fled Britain, but only to return some 20 years later. Students examine the changes that took place in this time and decide which changes were most significant before writing a letter to Alrded explaining what has happened since his departure and what to expect upon his return.

Students learn about the Harrying of the North through analysing a range of sources, from videos, illustrations and written accounts. They create a mind map to show the features before writing a speech to stir up support against William due to his actions. Step by step guide included.

students learn about the causes and consequences of the Soviet invasion of Afghanistan by working their way through a card sort (various activities included e.g. ranking, categorising, etc.) and responding to a series of mini-plenary activities. These activities set them up for an exam style question (structure strips and tips included).

The first lesson from unit 3 ‘The end of the Cold War, 1970-91’. In this lesson students explore the key events and factors that led the two superpowers to follow a policy of detente. A range of student-led tasks, such as creating a star chart linked to 4 key events and exam preparartion tasks are included in the lesson. As always there are clear step by step instructions, differentiated resources, literacy support and structure strips for the exam question.

The last lesson in Unit 2. Students determine how the Prague Spring impacted the Cold War and the reputations of USA and the Soviet Union. Students work through a range of activities, such as a card sort, categorising and prioritising activities before producing a newspaper article from either a Soviet or USA point of view (differentiated template included). This sets up the students for an exam style question (structure strips and support included).

A lesson focused on the changes that took place in the Soviet Union under the rule of Gorbachev… Students learn about the problems that existed by 1985 and the solutions to these problems. They use their knowledge to complete a series of tasks which include a narrative account question (exam tips and support included). Clear step by step instructions and differentiated tasks included.

Students analyse a range of Reagan’s actions between the years 1980-89 and complete a range of decision making tasks liked to these actions. Once they have collected sufficient data they begin to create a tension graph based on Reagan’s actions to determine how much influence he had on the Cold War. A range of open-ended follow up questions can be used as discussion pointsand mini-plenaries or written activities to extend and develop your student’s knowledge and engage them in some interesting discussions about Reagan’s actions and whetehr or not they increased or decreased Cold War tensions. An exam style question concludes the lesson (structre strips included). Clear step by step instructions included.

Students learn about the complexities of the Weimar Constitution, it’s structure and it’s strengths and weaknesses. A significant part of this lesson looks at proportional representation and there are tasks on the powerpoint that help students grasp the issues of this system and how it was significant in Germany at this time. The main focus is on students deciding if the Weimar Constitution had more strengths than weaknesses and which of these were most significant. The powerpoint includes a step by step guide.

This lesson looks at the changes made by Hitler after the failed Munich Putsch. Students start by matching a range of Nazi Party changes to the explanations for these changes. Following this they create a graph to show change and continuity and degrees of change/ continuity (based on their opinion). A follow up task cements learning before writing up findings.

Students learn about the work of four key individuals who tackled the problems created by the industrial revolution. They learn about one individual in detail, extract key evidence, complete a matrix activity with 3 other students and score their key person based on the evidence given about how well they improved living conditions. After exchanging evidence they then score all 4 individuals before making a judgement as to who was the key individual. The more able students can use this opportunity to develop their GCSE skills and incorporate counterarguments. As always there are high quality resources and step by step instructions