World War 1 The aim of this lesson is to question how frightening trench life really was. This lesson begins with a familiar look at trench life. An analysis of sources, audio clips and prose using higher order thinking skills as well independent learning will bring students to the conclusion that trench life was extremely tough for soldiers. A chance to write a letter home, before realising the problems of censorship, will suggest to students that soldiers had to struggle in the mud and squalor surrounding them. However historians such as Dan Snow question how long soldiers spent in the trenches and discovered that in fact 45% of their time was spent behind the lines and in relative safety. Therefore the overriding aim of the lesson of evaluating how frightening trench life was now becomes more apparent. Finally the use of historical hexagons will challenge thinking and challenge students to link ideas together. 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.

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.

The Tudors The aim of this lesson is to challenge the assumption that Henry broke with Rome on account of his faith. This lesson explores this argument using a 2p coin, which brings the lesson some relevance with today. Students complete reading a script, or can opt for actors’ voices. They then have to complete a card sort activity, prioritising Henry’s reasons for his decision to become the Supreme Head of the Church. In their final task, they are required to write a letter to the Pope explaining in no uncertain terms their reasons for the break with Rome. There is an excellent writing frame to complete this task if required. They also have to justify their choices on a timeline, whether it was love or faith alone which had the final say in his religious decisions. 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 Tudors This lesson sets out to question whether the reason that Henry broke from Rome all along was due to money. His expensive tastes, his wives, his need to build up his navy and coastal defences and to show Europe his prowess all took a toll on his bank balance. The monasteries with their wealth proved all too easy pickings for his Chancellor Thomas Cromwell in his ‘Valour Ecclesiasticus’. The lesson therefore allows the students to build up a picture of his need for money. Through some investigative work, they will shockingly find many ‘abuses’ and ‘vices’ in the monasteries, giving Henry the excuse to close them down and take their money for himself. They also have to complete their own report on the reasons why Henry broke from Rome with these new findings and some deliberately falsified accounts. 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 American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to assess how positive the US Government’s early attempts were to ‘civilise’ the Plains Indians between c.1830-1851. By adopting a westward expansionist policy, students have to question how beneficial this was and for whom? Was America to benefit from improving the Plains, by ploughing it for farming, digging up its minerals for manufacturing or simply clearing its forests for timber? Students are given various scenarios and laws such as the Indian Removal Act and the Indian Appropriations Act and individually rate each scenario by colour coding a battery to signify positive or negative before coming to a conclusion as to who benefited from this conflict over land. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using causal equations. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the rise of the cattle industry and the impact it had on the American West. Students are given a Texan Cattle Industry Thinking Quilt which introduces them to new concepts and key words. They are introduced to Joseph McCoy and have to decipher a number of statements relating to him which have specific errors in them to correct. They analyse various texts and video links on the Goodnight-Loving Trail as well as the rise of John Iliff and have to work out relating statistics as well as key questions which aim to challenge assumptions and beliefs. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary is a talking heads activity. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice on source recall is also included. It comes in Powerpoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the problems of the rapid rising of mining towns and the lawlessness they created. Students complete a Head and Tails activity and a thinking quilt which challenges them to decide the greatest changes as well as the most important and biggest impact the early towns and settlements brought. There is some GCSE exam question practice on the ‘importance question’, with some help given if required. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using an A-Z task is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to understand the reasons for the relative success of Red Cloud against the US Government as opposed to Little Crow and Black Kettle. Students have to piece together the causes behind Red Cloud’s decision for going to war despite his tribe being divided and the awareness of the previous consequences of fighting back. They learn about Fetterman’s Trap and the second Fort Laramie Treaty. They then have to decide the reasons or limits of Red Cloud’s success (such as Sitting Bull and Crazy Horse refusing to sign the Treaty). I have also included an interactive click and drag exercise using activex textboxes which moves text to complete gap fills to reinforce the learning of the lesson. The plenary uses an interactive flashcard activity linking to Plains Indian Chiefs. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in Powerpoint format which can be amended and changed to suit.

World War II The aim of this lesson is to decide if everyone celebrated VE Day and the end of World War 2 in May 1945. At first glance, it would appear so as famous pictures at Trafalgar Square show soldiers and civilians alike celebrating as well as the famous faces on the balcony at Buckingham Palace. Students are also given information about the lead up to the German surrender in the form of a quiz, in which they have to choose the right options to gain points. However, further investigation reveals the Americans were still fighting the Japanese in the Pacific, as well as prisoners of war still held captive around the world. Students also have to consider the terrible losses people had gone through and therefore had little cause to celebrate. I have also included some curious questions such as why did divorce rates surge at the end of the war or why were there rumours that soldiers were to be trained in jungle warfare? There is lots of video evidence from the time to accompany the lesson as well as a talking heads plenary, which analyses which leader said what at the end of the war in 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 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 American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the significance of the Johnson County War and the consequences of the range wars between Homesteaders and Cattle Barons. Students are given the context of the range wars, before they have to predict what might happen as they are given 12 key scenarios ranging from the growth of the WSGA, the killing of Ella Watson and Jim Averill and the beginning and end of the Johnson County war. The plenary is a horse race team game where a series of questions are asked. Correct answers allow their horses to progress around the course. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a talking heads activity. It comes in Powerpoint format which can be amended and changed to suit.

Superpower Relations and the Cold War, 1941-91 This lesson focuses on the financial aid given to Western Europe as part of the Marshall Plan. Students have to evaluate how significant it was in relation to the Truman Doctrine and how Stalin reacted this ‘dollar imperialism’. There are differentiated questions which explore why this aid was also offered to Eastern bloc countries, how America was able to offer such huge sums and who received a majority of the aid. There is some text to therefore analyse and use to make inferences. The plenary asks students a series of questions which recap the lesson and consolidate their learning from previous ones. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with a model answer 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 materials and GCSE exam practice. It also 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 significance of the Hungarian uprising in the context of the Cold War Students will first learn about the leaders of Hungary and its importance as a country to the Soviet Union. There is a source activity to complete to analyse the various viewpoints of the time from ordinary Hungarians to Khrushchev himself. The main task is to take on the role of Khrushchev and make some vital key decisions with regard to the uprising. Students will pick up points to cement their totalitarian leadership qualities or waiver and act indecisively. Students will finally analyse the consequences of the uprising and make judgements and conclusions as to why the west failed to intervene. There is some GCSE question practice to complete at the end with help and prompts given if required. The final task is to complete a road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter. The lesson is enquiry based with a key question of how close was the world to a nuclear war 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 form 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.

Superpower relations and the Cold War, 1941-91 The aim of this lesson is to be able to give a narrative account of the Cuban Missile Crisis. Students may already know some of the details of this lesson from their learning at Key Stage 3. Students are given the context of the pictures taken from the U2 American spy plane and evaluate the significance of this find, studying the photographic sources and maps from the time. They then take on the role of President Kennedy and see if they can match the decisions he made, collecting points on the way. This leads nicely into the GCSE question practice of writing a narrative account of the events, making sure they link the events together coherently and in chronological order. The plenary focuses on analysing the consequences of the crisis for Soviet and American relations. 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 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 aim of this lesson is to assess the importance of Gorbachev’s new thinking and evaluate the consequences of his new policies with the collapse of Soviet control in Eastern Europe Therefore this lesson is divided into two parts and can be delivered over two lessons. The first part of the lesson analyses Gorbachev’s problems when he became the leader of the Soviet Union. Students will analyse sources and decide on the biggest problems he faced before prioritising these in an evaluation task. The second part of the lesson requires the students to undertake a quiz, picking up points on the way with the right decisions made, as Eastern European satellite states began to increase their freedoms and break away from the Soviet Union. Students can write an extended answer from what they have learnt with literacy help given. A GCSE practice question on the importance of Gorbachev’s policies can be completed after a colour coding plenary task to summarise Gorbachev’s premiership. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to decide Henry’s priorities on becoming King of England Students have to think which were Henry’s most pressing problems, before being given some help and guidance. They then have to prioritise which four things would be paramount to him and explain why. Using the information acquired, they can then begin to piece together which problems he faced and why, and plot this on a grid. The plenary requires them to write down the questions to the answers provided during the lesson. They are also introduced to a written answer to an exam question, which they analyse and evaluate before deciding which mark it could be awarded. There is some feedback from the exam board given here and a mark awarded. They can also plan an answer to this question themselves, before looking at the exam commentary, with a writing frame provided. 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 assess the reasons behind the fragility of the crown during the Fifteenth Century. Students begin by using some source scholarship to analyse the weaknesses of the reign of Henry VI and the beginning of the Wars of the Roses between the Lancastrians and Yorkists. They also have to decide whether it was the weaknesses of Henry VI, the nobles or lack of support for the monarchy which caused the Wars of the Roses. The final task requires the students to fix a number of inaccurate statements and correct them from their learning during the lesson. 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 evaluate the character of Henry VII and to question how legitimate his claim to the throne really was. The timeline of the houses and York and Lancaster are again analysed, as students are given more information of John of Gaunt’s line and the marriage to his third wife, Katherine Swynford. Using extracts from two renowned historians, students study Henry’s character traits to build up more of a picture of what he was like as a person. They are also introduced for the first time to some GCE exam question practice. This is their first attempt at a validity question. Some guidance is given on how to approach this and a generic markscheme is supplied to allow feedback once completed. The plenary uses picture prompts to recap on the learning from the lesson. 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 decide how much of a threat Lambert Simnel posed to Henry VII. Students are given the information about the role Simnel played and then have to categorise his rebellion into causes, consequences and events. They are also challenged to think and justify who would have likely joined the rebellion and why, using a number of given examples of disgruntled lords. Furthermore, they will be required to give a number of reasons for the lack of support for Simnel. There is some exam question practice, complete with scaffolding, key ideas and a generic markscheme supplied. There is an enquiry question posed and revisited 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 GCSE 9-1 ELIZABETHAN ENGLAND, 1568-1603 I have produced these flashcards to help students be prepared for and help revise for their GCSE exam on Elizabethan England. They are easy to use and; simply cut out fold and line up. Students can test each other in class or take them for their home learning. The flashcards will help with: Recall, retrieval and retention 3rd tier vocabulary to attain the higher marks in the examination Vast subject content The Historic Environment for Sheffield Manor Lodge, 2023

Conflict and Tension 1918-1939 This lesson aims to question the purpose of the League of Nations and why it was set up in the first place. Students have a series of questions to think about and make inferred judgements on, before the answers are revealed. As they analyse a number of sources, video footage and statements, they build up a picture of the purpose as well as the strengths and weaknesses of the League of Nations. This gives them a great foundation to build upon, as they scrutinise the League’s structure and responses to world crises in subsequent lessons. Ultimately as they analyse the aims of the League of Nations, they will be able to evaluate if those aims were ever met throughout the course. The plenary requires them to sum up what they have learnt with a focus upon the strengths of the League of Nations. 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.