Conflict and Tension 1918-1939 This lesson focuses on the various attitudes and reactions of the Allies after the Treaty of Versailles was agreed and signed. The students begin by analysing and evaluating a number of sources from a German point of view and decide how and why the Germans would react in this way. They then have to plot the thoughts of the allies on a grid, again making their own conclusions and judgements on their viewpoints. The plenary is a ten question quiz which will test their new learning. 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.

Conflict and Tension 1918-1939 The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise. The lesson is quite topical and uses current political events to discuss conciliation and compromise. The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise. As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea . Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons. 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.

Conflict and Tension 1918-1939 This is an introductory lesson to the course. The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask. There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed. Students analyse the aims of the Peacemakers based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes. Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals. Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given. 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.

Conflict and Tension 1918-1939 This is the final lesson in exploring the causes of World War II. As Hitler invades Poland, students reflect upon the main reasons why Europe descended into war. Students are required to colour code the main causes of World War II by linking them to five main categories. They also have a chance to demonstrate their understanding by providing evidence and qualifying their judgements. The final part of the lesson is geared towards preparing them for a GCSE assessment by analysing and tackling typical GCSE questions with 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 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 aim of this lesson is for students to question and evaluate different interpretations in history. Students have to analyse various explanations and viewpoints of Richard the Lionheart from his statue outside the Houses of Parliament, to modern day films and the views of historians. As sentiment might overrule reality, they are ‘led’ to conclude he is a King of outstanding repute. They are then given details of the context of his reign and are shocked to discover his real temperament, brutal nature and even the fact that he didn’t speak English! Students finally re-evaluate their original judgements and justify which of the interpretation is now the more realistic one. They will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies Homework ideas PowerPoint format, which can be changed to suit

The Tudors The aim of this lesson is to evaluate the consequences of Henry VIII’s dissolution of the monasteries and who were the winners and losers. The start of the lesson gets the students to imagine walking into a monastery, with accompanying music to set the tone. They are given character cards (for both monks and nuns) and introduce themselves to each other to learn about their various roles. Students then have to analyse information, which is starting to make them scared of the changes that are happening all around them and subsequently decide what will happen to their character as a consequence of the dissolution. The plenary tests them in a six minute challenge of what they have learnt in the lesson and adds a competitive edge at the end. 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.

American Civil RIghts The aim of this lesson is to show a different approach to achieving Civil Rights pursued by Malcolm X. The start of the lesson asks why Malcolm Little changed his name and makes a link to the film by Spike Lee. It follows his early life chronologically and some higher order thinking questions are posed. The lesson then looks at his later life and beliefs and analyses some of his views and most famous quotations in a fun and engaging way. Students have to finally decide the most important aspects of his legacy and prioritise them, as well as deciding the fundamental differences of his beliefs and approach compared to Martin Luther King. 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.

The English Civil War This lesson aims to analyse the personality of King Charles and questions how and why this might have implications for his reign. Following in his father’s footsteps, his vanity and obsession with the Divine Right of Kings are major causes of concern for those in Parliament. Students learn about his fragility in his younger life to eventual arrogance as he became King and will link a number of reasons together as to why this was to lead to Civil War. Video footage and sourcework are used to gather the evidence and the students will have to think outside the box to understand his motives and actions and link ideas together. The plenary is a literacy challenge to help evaluate his personality using key words from 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 suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

American Civil Rights What were the Jim Crow Laws in America? Who was Jim Crow? Why did this fictional character significantly impact on American society, especially in the south in the nineteenth and twentieth centuries? What happened if you did not adhere to these laws? These questions and more will be answered in this lesson. Students analyse how black people in America were treated and why discrimination was inherent in some parts of American society and backed up by statute. They also have to recognise how these laws affected education, family life, social time and employment and prioritise the severest of these laws in their judgement. The lesson ends with some challenging questions using de bono’s 6 thinking hats. 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.

American Civil RIghts The events and actions surrounding the Little Rock Nine are now infamous in history. This lesson gives the background to the beginning of the desegregation of American Schools with the Brown vs Board of Education case of 1954. Yet Orval Faubus, the Governor of Arkansas found this difficult to accept and unleased a tidal wave of protest from his actions in Little Rock, shown in this lesson through video footage and images from the time. The students are given the context to the events of 1957 and have to decide what is being shouted at Elizbeth Eckford before they predict the actions of Eisenhower. Ultimately they have to evaluate the impact of the Little Rock Nine and how they influenced American society today. They are required to justify their opinions at the end with scaffolding given 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, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change

The Holocaust The aims of this lesson are to explain who was put on trial at Nuremberg, the crimes they were charged with and their category of criminality ranging from major offenders to followers. Students begin by learning about Denazification and how this was implemented immediately after the war, before Cold War tensions took over. They also learn why Nuremberg was chosen as the place for the trials. The main task requires them to analyse up to 8 individuals and how they ‘conducted’ themselves during World War II. Students then have to decide which of the four war crimes they committed and which category of prisoner they would come under. They also have to judge whether their sentences would be death by shooting, hanging or a prison sentence. The verdicts are given later in the Powerpoint so students can check and compare their answers. There is an accompanying video task which looks at Nuremberg 75 years on, with some brilliant footage of holocaust survivors and the son of Hans Frank, the Butcher of Poland. The central enquiry of this and the other lessons in the bundle is to ask who was to blame for the holocaust? Students map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

World War II The aim of this lesson is to explore how and why the D-Day landings were a success. Students are given the details about the Atlantic Wall and learn how Hitler’s attempts to design and build it ultimately led to its flaws and weakness in repelling the Allied forces in June 1944. Furthermore, students have to decide which landing site would be more advantageous to the Allies, the port of Calais or the beaches of Normandy. They also analyse the various ingenious inventions of the Allies from the Mulberry Harbours to the underwater PLUTO pipeline. There are some excellent visual sources to accompany the lesson and well as video footage from the BBC. 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. 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 Tudors This lesson aims to question the importance of Edward VI and his priorities when he became King. Recent research has claimed Edward was not a sickly boy at all and therefore this is not the emphasis of the lesson. Instead students have to think about the importance of religion and the changes he made, even to the extent of altering the succession. The lesson starts with a play your cards right game, the cards turning and the dates revealed as students are tested on their chronological understanding. In true world cup fashion, they have to narrow down his fixtures culminating in a final and winning priority. This lesson challenges students using numbers, a true or false quiz, source work as well as video evidence to give the students a thorough knowledge of his six year reign. 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 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign. What was it like to be poor in Elizabethan England and how did the Elizabethans deal with poverty? Moreover how did attitudes change and why was there a rise in the building of Almshouses by the end of the Sixteenth Century? These are the key questions focused upon in this lesson as students learn about the causes and consequences of being poor. Two GCSE practice questions are undertaken by students as they acquire skills in answering an interpretation and write an account question using the information in the lesson. Furthermore they can peer assess their work and note where and how they can improve. They will also by the end of the lesson recognise the significance of the new Elizabethan Poor Law and how the impact of poverty varied across the country which is needed to be able to obtain the more complex reasoning answers demanded in the AQA GCSE markschemes. 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 aims to find out why the public health in Medieval towns was so poor. Some local councils tried their best, but the laissez-faire attitude of many including the government of the day proved a major hindrance. Students have to decide the most important issues, both short and long term, causing the poor public health conditions by putting and prioritising the main ‘ingredients’ on shelves ready to put into a cauldron. There are some fabulous links to video footage as well as a true or false quiz and a game of noughts and crosses to finish. 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 comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The Suffragettes The aim of this lesson is to analyse previous perceptions of women and their role at home and in the family (the Angel on the House). Students scrutinise how women were treated in Victorian Britain with discrimination from society as well as the law and give their own analysis and judgements using sources from the time. They can do this through discussion or through an extended writing task, with help given if required. There are examples of how women were treated and a case study of a wife in an abusive marriage. The lesson includes written sources and video evidence. The plenary requires the students to show their new knowledge and comprehension of life for women at the time. 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 I The aim of this lesson is to understand how Germany was punished after World War 1 and how harsh its terms were to many Germans. The first part of the lesson looks at how the map of Europe changed. Students then have to think why the Big Three had different ideas on how to treat Germany. Through various images and video footage students can see what they decided and have to justify why they came to these decisions. The terms of the Treaty are discussed and then shown how to be remembered using a chatterbox (a template is included). The final part analyses and evaluates a number of sources on the Treaty and their meanings. A recap plenary at the end of the lesson uses a spinning wheel which can be used in a competitive challenge. This 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.

The Tudors The aim of this lesson is to decide which Tudor explorer deserves the most recognition in a seafaring ‘Hall of Fame’. Students are led through the journeys and discoveries of sailors in Elizabethan England from the Cabot brothers to Gerardus Mercator and his brilliant Atlas. (This was to give the navigator a map, where a line of constant bearing would cross all meridians at the same angle) The sailors achievements and the problems they encountered are given through learning activities such as a play your cards right, video evidence, a true or false quiz and a plotting exercise of Sir Francis Drake’s circumnavigation of the globe on a blank world map. The main task is to analyse and evaluate the achievements of Drake, Hawkins and Raleigh with differentiated resource materials. Students are given specific criteria to judge this before ultimately deciding who had the greatest impact and should be given the most recognition for Elizabethan exploration. The lesson concludes with a literacy key word game. 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 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign. The aim of this lesson is to give students the context to the role and importance the theatre played in Elizabethan England. Building upon their knowledge and understanding of Shakespeare, they will learn how the theatre adapted and changed to permanent and purpose built theatres through text analysis, a thinking quilt and video evidence. The second part of the lesson focuses on the globe theatre, with its seating arrangements and the types of plays the audiences could experience. There are some excellent video links to the BBC included in this resource. Students will then apply their skills to a choice of two exam practice questions on ‘importance’ and ‘how convincing’, with help and guidance offered 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, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The French Revolution The aim of this lesson is to investigate if Napoleon was a hero or villain. Students are introduced to Napoleon and make some initial judgements with reference to his upbringing and his early life. The main task is to analyse some giebn evidence which is focused on his career, personal life, his reforms in France and how he became Emperor of France. They are required to complete their analysis with some extended writing, complete with key words and a writing frame if required. The plenary questions whether we should regard him as a legend with links to people in the modern era. 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. It is fully adaptable in PowerPoint format and can be changed to suit.