<p>Lesson two in this three-lesson sequence recaps and recalls Mansa Musa’s status and wealth, draws comparisons with Mali’s contemporary European societies (to illustrate how many of the power structures and drivers were the same), then centres on Musa’s Hajj and the way that showed the world Mali’s wealth and sophistication. Pupils should also learn about Timbuktu as an important centre of learning, which is a lead-in to lesson three.</p>

<p>The final lesson in this three-part sequence widens the scope to show that Musa’s Mali was not an isolated power in Africa. The legacy of the Empire’s wealth and philanthropy - especially in learning - lasted into other empires and even survived the incursion of hostile powers such as the European colonists. Pupils should develop a sense of their being diverse and well-established political systems in pre-colonial Africa, as well as an understanding of the various forces that conspired to erase the legacies of empires such as Mali. The substantive concept to learn is ‘legacy’</p>

<p>This lesson worked well for small groups (four or five pupils) using the sheets to investigate different aspects of the Black Death. The groups use the information sheets (handed out sequentially, and when the groups have adequately explained their thinking for each section of the report they are writing) to fill in their “public enquiry” being conducted on behalf of the real 1348 Archbishop of Canterbury designate, John de Ufford. The focus is on scaffolded worksheets, so this could also work well as a cover lesson if there’s a shortage of specialist teacher input.</p>

<p>This is the first lesson in a three-lesson sequence looking at Mansa Musa and the medieval empires of Africa. Designed for an advanced Year 7 class, it’s designed to get pupils thinking about wealth and power in the abstract before exploring Mali’s wealth in comparison to key figures in Medieval Europe.</p>

<p>A lesson based around a worksheet to guide pupils through the key elements of Nazi youth indoctrination. The slides include several videos (which helps with different length lessons). The starter is designed to get pupils making inferences from previous study of Nazi ideology and lessons on 1930s Germany. There’s a source task, which should support a solid discussion (both on content and provenance). And there’s even a homework in the slides if you need it!</p>

<p>Lesson three in this short Nazi Germany sequence, on Women, is sources based. After a gap-fill starter, pupils will examine two primary sources (one text, one image) to develop an understanding of what the Nazis expected of women and why. This builds on the Nazi economy lesson and offers a strong lead-in to the Nazi Youth lesson. Worksheet based, so should work as a cover lesson, but will benefit hugely from a knowledgeable teacher leading discussions. Lesson three in a six-lesson sequence aimed at advanced Year 9 or even Y10 (NB: needs differentiation for SEND or lower prior attainment - suggest editing the gap-fill…).</p>

<p>The fifth lesson in this short sequence focused on persecution. The main activity is a timeline/table fill, using images and videos to help pupils understand how and why different groups suffered Nazi oppression. There should be solid recall to lesson one in the sequence (on the security state) as well as earlier studies on the rise of the Nazis and their ideology. This lesson obviously serves well as an introduction to a proper Holocaust sequence.</p>

<p>An introduction to the security apparatus of Nazi Germany, centred around a guided reading/table fill exercise to support classroom discussion. Serves to illustrate continuity in Nazi tactics from pre-1933; and to lay the foundation for lessons on general persecution in the 1930s and specifically the Holocaust. Worksheet based, so ideal as a cover lesson. Lesson one in a six-lesson sequence aimed at Year 9 (NB: needs differentiation for SEND or lower prior attainment - suggest editing the information sheet…).</p>