American Civil RIghts This lesson aims to question the impact the KKK had on America in the 1900’s. It starts by looking at some of the actions of the KKK and the fear and intimidation black Americans felt at the time. Students have to analyse a variety of evidence about the group before having to answer some differentiated questions, including voicing their judgements on its impact over time in the Twentieth Century There is also a link to the KKK today and what they are still trying to represent and promote. Students can also refer to this to build upon their conclusions as to the impact they had on American society. The plenary requires students to fix and fix statements using their knowledge gained in the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

World War II The aim of this lesson is to question whether Hitler’s invasion of the Soviet Union was doomed from the start. The invasion is a fascinating piece of history to study. Why, when one of the greatest ever military commanders Napoleon failed, did Hitler think he could succeed? Students are posed this question and using a causal spider diagram link the reasons why invading the Soviet Union could create many problems and challenges to the Nazis. The confidence of Hitler and his Generals can be seen when analysing sources about the Nazi-Soviet Pact which clearly show Hitler believed he held the upper hand. However no study of the invasion would be complete without looking at the Battle of Stalingrad and using video footage to show the plight of all those involved. There is a choice of two differentiated tasks; in both students decide the most important reasons for the failure and final defeat of the Wehrmacht as they categorise the reasons for this. A literacy plenary asks the students to define some of the key words used in the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This lesson aims to evaluate the threats posed by the Northern rebellion and the Ridolfi plot to Elizabeth. Students analyse these threats and dangers to Elizabeth both through video footage and written text before coming to their own conclusions based on the criteria set out for them. They complete an essay question on what they have learnt, using the structure provided and key argument words. Ultimately they will recognise the seriousness and therefore significance of the threats to Elizabeth in her early years. The lesson includes learning activities such as structuring an answer, analysing and evaluating the plots, the use of video evidence and using tier 2 and 3 vocabulary and argument words in an answer. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Britain: Health and the People, c.1000 to present This lesson focuses on the power of the church over medieval society and medicine and why it became so involved in helping the sick. Students explore the different types of care on offer from the Christian Church in the Middle Ages and learn why care not cure was the priority. They are required to analyse sources, reconstruct sentences and complete a key word summary question sheet to challenge their understanding. They are finally asked to fill in an efficiency rating of the Church and then predict its potential (as with a house energy efficiency rating). The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

The British Empire The aim of this lesson is to discover who the Zulus were and how and why their fighting left a lasting legacy on the British Empire. Students will also find out why the British army, allegedly the best and most disciplined fighting force in the world at the time be defeated and humiliated at the Battle of Isandlwana? They will also analyse how within hours they were heroically defending their lives at Rourke’s Drift in one of the most unlikely ‘victories’ in British military history. Students evaluate both battles, creating headlines and writing articles, using argument words and second and third tier vocabulary. They finally appraise the events of 1879, concluding how both battles should be viewed overall in history and their legacy. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The Norman Conquest The aims of this lesson are to understand what the crusades were about, the significance of Jerusalem and the Holy Land and why medieval Europe answered the call of the Pope to fight there. There is some context given to the Holy Land at the start of the lesson, with some analysis of the Holy sites in Jerusalem and their significance as well as a map showing the journey of the crusaders. Students are given a character card at the start of the lesson and discover the reasons why they abd others embarked on a ‘religious’ crusade. They will plot what happens to their character throughout the lesson and learn the final consequences of their chosen actions. There are a number of differentiated learning tasks to complete, including analysis of sources and text as well as video footage, questions and plenaries to complete. This is an engaging, challenging and interactive lesson which requires students to think independently and justify their choices as well as considering the morality, the significance and impact of all five crusades of Medieval Europe. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

World War II The aim of this lesson is to understand how the British Government prepared for war and why it introduced rationing. The lesson begins by deciding which foods were rationed and why. Students will also have to work out which foods also became unavailable and the reasons for this. There has always been an assumption that as foods were rationed and restricted, people on the Home Front therefore struggled to make ends meet. Students are given information on all the goods rationed and compare this to the recommended weekly healthy intake per person today. As they will soon find out, rationing did not always mean everyone suffered as a result. Students will also be required to analyse the effectiveness of some posters at the time, encouraging people to grow their own food and well as a comprehension task and a challenging thinking quilt on clothes rationing. The plenary uses flashcards to question their understanding of the lesson. The lesson comes complete with embedded videos and a lesson plan on how to use the activities. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the cause and effect of the building of the Berlin Wall during the Cold War. Students will first learn about why people such as Conrad Schuman were desperate to go to the West and how the Wall was built to prevent him and others crossing to the West of Berlin. There is some source analysis and a thinking quilt designed to challenge students on the social, political and economic impact of the Wall. A narrative abacus using images will set up the students to tackle a GCSE practice question on a narrative account, with prompts and help given if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

The French Revolution The aim of this lesson is to assess the personalities and characters of King Louis and Marie Antoinette and how these contributed to the French Revolution. Students are required to build up a picture of the French monarchy using some source scholarship and written accounts from the time. This will enable them to decide and explain the most important reasons why they became so unpopular with the French population. Furthermore, they will be required to chart a popularity rating for each of them and justify their choices, using some extended writing techniques. The plenary uses a summarising pyramid to evaluate and condense what they have learnt in the lesson. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is introduce the types of Government that existed within Europe in 1780. Students are given a map of Europe in 1780, from which they learn the various rulers and how they each individually ruled their countries, making links and connections between them as well as recognising their differences. They will also study contemporary accounts of France and evaluate the reasons why the seeds were sown already in France for a revolution. The plenary requires students to use their knowledge from the lesson to complete a multiple choice quiz. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to assess whether Louis deserved to be executed Firstly, students have to put a number of events in chronological order leading up to the execution. This can be done wither as a verbal or card sort activity. They are also given a narrative account of Louis XVI’s last day, from which they have to compose a number of tweets, imagining how he might have felt at the time. There is some further source analysis and video links to help them with their learning. The main task is to turn the classroom into a mini courtroom. Students are given information either defending King Louis XVI or opposing him. They will then make choices and decide whether to defend or send him to the guillotine. There is a writing frame to accompany this task with argument words to help if required. The final task is to decide what happened to Louis’ body and why this was done. A find and fix plenary will consolidate their learning from the lesson, with answers provided. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question whether Edward was fit to rule from the start. Students are given some context into previous child Kings of England and their problems as well as some analysis of his Chronicle, which show him to be somewhat cold and callous. Some excellent video links make reference to Edward’s early years and growing up. Students are also challenged to predict what Edward might have done if he had ruled on his own. There is some guided reading to complete with a focus on Edward’s attitude to kingship, his personality and character and main influences. The plenary tests their knowledge in a real or rubbish activity and which also aims to dispel some popular myths about Edward. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is judge how Protestant England became under the Edwardian Reformation. There is also a distinction made with the Protestant views of Edward and the contrast between the Edwardian Reformation under Somerset and Northumberland. Students begin the lesson by studying an overview of the main changes during the Edwardian Reformation and analysing the Protestant views of Edward. They learn the distinct religious differences between the rule of the two Dukes before their evaluate how Protestant the country had become under both. There is some guidance on some learning trouble spots concerning the spread of Protestantism within the country and therefore how hard it is to judge and answer this question. There are some additional tasks if needed concerning the major players in the Reformation under Edward VI as well as some source analysis and details on the significance of the Chantries Act. There is some exam practice to complete at the end, using sources with help, prompts and a markscheme is required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question if Mary I was fit to rule as a queen and as a woman. Students are given the context to Mary’s succession as Queen Regnant and are challenged in some differentiated questions to predict what will happen in her short reign. Using evidence from her background, some guided reading and source extracts, students have to evaluate how and why the historiography of Mary has changed over time. They are also introduced to her key people and advisors and decide who would have said what in talking heads plenary. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question how far Mary was fit to run her government. The first task students have to complete is to predict what Mary with do to overcome some of her immediate problems. They will also determine whether having numerous councillors during her reign automatically meant an inefficient and faction-ridden government. Students will learn how Mary both cooperated and well as clashed with her Parliament and then evaluate how efficient her government actually was. There is an enquiry question posed at the start and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

Conflict and Tension 1918-1939 Despite its idealistic aims, the League did have some successes particularly with its Commissions. Although it is very easy to focus on its problems during the 1920’s, there is a clear theme in the GCSE exam to discuss the successes and well as the League’s failures. With differentiated worksheets and key information about the Commissions to evaluate, students will at the end of the lesson be able to give examples and evidence to show and discuss the successes. The plenary focuses on recalling their new found knowledge and introduces students to the idea of tackling the higher mark questions first, as in the exam. There is a differentiated homework research task included if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the problems Elizabeth faced in 1558 and evaluate if the decisions she took were right at the time. Students begin with some source analysis and decipher some contemporary opinions of Elizabeth. They also judge the biggest problems facing her reign at home and abroad, before linking the views people may have had at the time, from a prosperous farmer to a Marian exile or a town councillor. The final task is to predict which decisions Elizabeth made for finance, the succession, trade and the economy and choosing her Privy Councillors. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

Germany 1890-1945: Democracy and Dictatorship This lesson looks at how Hitler transformed himself and the Nazi Party to be able to secure enough votes to become Chancellor by 1933. Many GCSE questions centre around why people voted for the Nazis before 1933. This lesson shows how he was able to do this focusing on four main areas: his beliefs, organisation, leadership skills and voters. How he dressed, spoke, acted and performed in public were crucial in his propaganda assault on the German people. Students write this up and evaluate the success of this transformation using worksheets, video footage and visual aids. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to study of the fascinating Weimar culture that Germany experienced in the 1920s and evaluate how it changed Germany society with its links to modern society today. Art, film, architecture, music and cabaret, theatre and fashion radically changed in Germany and led to the Golden Age which Stresemann had laid the delicate foundations for. Students analyse these changes through artwork, sources and music of the time as well as a thinking quilt which focuses on key words and terms used in the lesson. B y the end, they have to judge how these changes have impacted upon Germany society and explain why these changes have left a lasting legacy on culture and society today. The final part of the lesson is to answer a GCSE practice question on how Weimar culture impacted upon lives in Germany in the 1920s. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

World War I The aim of this lesson is to question how successful Lord Kitchener’s recruitment drive was in 1914 and how ‘frightening’ it might be to sign up. The lesson shows students how the themes of heroism, patriotism, shame and anti-German feeling led to thousands of young men volunteering to join the army. Students are led through video footage, an extract from Private Peaceful and Government posters to analyse how these four key themes were utilised. They also learn about the success in the recruitment of Pals Battalions from the Caribbean and India, to the Footballers Battalion of Walter Tull, as well from towns across the country. They will also learn about the horror and frightening consequences of this policy especially with what happened to the Accrington Pals in 1916. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.