The American West, c 1835-c1895, GCSE 9-1 Edexcel This lesson aims to explore the strengths and weaknesses of the Homestead Act of 1862. What was the Homestead Act and who could apply? How did the US Government make it easier for US citizens to become Homesteaders from what had happened previously? Students will also be required to think and judge who really benefitted from it. Was it all US Citizens who benefitted or did anyone else? Were the Plains Indians considered when this Act was passed and how did it affect them? There are notes on the slides to help. Students are required to complete a GCSE ‘importance’ practice question and are challenged to think why each specific term was significant. The plenary requires connecting and linking key words and dates. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using an odd one out activity. 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 focuses on the impact of Pacific Railroad Act of 1842. Students analyse maps and original advertisements to evaluate how effective the railroad companies were in encouraging people to move west and the difficulties involved in building a railroad in the first place. They focus on the effects of the American Civil War and judge the economic impact of the railroad in terms of travel, immigration, the rise of towns, farming as well as the growth of the cattle industry. They also have to determine the negative impacts the railroad had on the Plains Indians and the Buffalo. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary requires thinking around the popular head, heart, bin and bag activity. The resource is differentiated and gives suggested teaching strategies. Some key word retrieval practice is also included using a spider diagram. 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 explore the conflicts between the US Government and the Plains Indians in the 1860’s. It is split into two parts. The first part analyses Little Crow’s War of 1862 and the second part analyses the Sand Creek Massacre of 1864. Students are required to place themselves in the shoes of Little Crow and have to choose which decisions he took against the US Government as a result of the Dakota Sioux’s plight, which became more and more desperate. This is completed in the form of a quiz where points are allocated for the right decisions taken by the students. Answers are given throughout if wrong choices are made with accompanying explanations. There is a printable worksheet included on which they give information about his early life and the reasons for growing tensions with the US Government. The sheet also tracks the decisions made by the students and the points awarded for each decision. At the end of the task, students will be keen to hear that the results are in and a winner announced! In part 2 of the lesson a chronological exercise as well as questions around the impact of the Sand Creek Massacre will be posed to the students. The plenary requires some critical thinking skills around causal equations. 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.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to introduce the Fort Laramie Treaty and how the Government began to force the Plains Indians into fixed territories. Students have to decide and justify why conflict and tension grew between the Plain Indians and white settlers, with some red herrings thrown in for challenge. The terms of the Fort Laramie Treaty are given, which the students should learn and a printable worksheet is provided. They also have to rate the success of each term and/or fact about the Treaty by colour coding a battery and then deciding the problems each might cause. A quick fire quiz also will reinforce their learning. There is some GCSE question practice on the consequences question, with some help given if required. A play your cards right plenary (complete with music) will test chronology and understanding from this and previous lessons. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included on the first slide on treaties. It comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. 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 recognise the implications of the passing of the Dawes Act of 1887 and the final assimilation of the Plains Indians by the US Government. Students begin and end the lesson with a retrieval wheel using key words they have to define, which have been used throughout the course. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction. They analyse the Dawes Act in detail and make inferences from it before they evaluate its impact on the Plains Indians. There is also some source analysis to complete as well as colour coding a thinking quilt linking key terms and their definitions. The resource is differentiated and gives suggested teaching strategies. 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 Satellite States created by the Soviet Union. Students will be encouraged to question how far these states were willing participants in communism and happy to be part of a Union of Soviet Socialist Republics. There is some source analysis as well as differentiated questioning to help them unpick the events which followed the fall of Berlin in 1945. Furthermore they will evaluate how each eastern country fell into line with the Soviet Union and plot if it was through intimidation and threats and how much they resisted this control. The plenary asks the students to think outside the box and link particular events to key images. The final part of the lesson is some GCSE question practice on the ‘narrative account’ with some help given and a markscheme 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 question practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide if Idi Amin was either an idiot or just simply evil. Students learn about his early life with an absent father and a poor education, completing a missing word exercise, Thus their initial leanings of sympathy towards him may lead them to question the aims of the lesson. However they will soon have to analyse information of how he came to power and his subsequent rule of Uganda. By rating each episode of his life, this should be able to challenge their original assertions and begin to make valid judgements about him. Further video evidence will enable them to make an overall evaluation on his reign as Ugandan President. Being a heavyweight boxing champion of Uganda gives a nice link to a ‘boxing’ debate on his leadership qualities and personality. The debate also recaps on some key words used as with the plenary which requires them to complete a literacy race. 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 aim of this lesson is to analyse African American experiences in the Civil War. The lesson begins by students exploring the reasons why the law changed, allowing black people to join the US army Some video footage and statistics give an insight into some of the experiences black people encountered, before students complete a thinking quilt linking key terms to events in the Civil War as well as challenge questions. Students also have to evaluate the significance of black regiments by analysing a quote from Frederick Douglass at the time and deciding which statements apply and fit the criteria, before justifying their choices. An interactive blockbusters plenary questions their knowledge from the lesson and checks understanding. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is analyse how Henry used propaganda to cement his hold on power. Students are given a number of sources to analyse from which they have to identify the type of propaganda used, the messages given, the target audience and how effective it really was for Henry VII. The plenary required students to link numbers to what they have learned in the lesson. There is an exam practice question to complete. Help is given here with a planning sheet, suggested topics to focus on if required and a generic markscheme. 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 as well as a number of tasks for some retrieval practice.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question preconceived ideas of Henry being a strong and successful King. Students will need to analyse video and source evidence as well as complete some multiple choice questions to decide how much of a strong and successful king he really was. They will also study the Tudor family tree and explain why he might have had a more secure and legitimate claim to the English throne than his father did. There is a missing word activity for the plenary as students work out the correct answers to what they have learned 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 to assess the early problems Henry faced as King. Students begin by prioritising the problems he faced and also deciding if they were short or long term. There is also some focus reading where they will be required to take notes by categorising the information required. Some video analysis using David Starkey will also give some context to the start of Henry’s reign. There is some exam practice to complete with a supplied writing frame and an introductory model answer to use if 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 understand how and why Wolsey rose to become Henry VIII’s chief minister. Students are at first given a quick summary of Wolsey’s rise and subsequent fall from power with some differentiated questions to answer. A more detailed and in depth study with some focused reading will require them to assess Wolsey’s character and strengths on his rise to prominence and then give an analytical written account using key evidence. The plenary focuses on some key spellings, knowledge and statistics learned in the lesson. There is some question practice to complete if required, together with a writing frame focusing on the factors helping Wolsey in cementing his position as Henry’s right hand man. 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 discuss and debate the ‘virtues’ of Cardinal Wolsey. Students are given various interpretations of Cardinal Wolsey’s time in office. They have to decide which of these best fits his character. They are given a number of sources to interpret and analyse before making they make own conclusions in front of their peers. Students will then be able to complete a source based exam practice question, with a writing frame and markscheme provided. The last part of the lesson revisits the head, heart, bin, bag scenarios. 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 assess the threat Perkin Warbeck posed to Henry VII. Students are required to plot the causes, events and consequences of his rebellion(s) as well as discovering others such as those from De la pole, the Cornish and Yorkshire rebellions. They are also required to evaluate the biggest threat of all the rebellions to Henry, including Lamber Simnel, Lovell and Stafford rebellions studied previously. There is a key word literacy plenary to complete before students undertake some exam question extract practice, complete with scaffolding, planning ideas, the key information required as well as a generic markscheme. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to decide what Mary’s main priorities were on becoming queen. Students learn the problems she faced on her accession and why her and Edward’s reigns have been labelled a mid-tudor crisis by historians. They are given a timeline of Mary’s rule to analyse and complete a diamond nine prioritising activity on her key agenda. They will then be able to make a judgement so far on how fit they think she is to rule and why the historiography of Mary has changed over the years. There is a key word bingo activity to finish the lesson as well as some exam extract analysis practice, with a writing frame and markscheme to help if 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.

Conflict and Tension 1918-1939 The aim of this lesson is to explore the reasons why Mussolini invaded Abyssinia. Throughout the lesson, students will be required to analyse the reasons as to why, in the face of unprovoked hostility and belligerence, the League of Nations did little to stop Italian aggression against Abyssinia and why Britain and France went out of their way to appease Mussolini. At first, students will recap on the previous dealings Mussolini had with the League of Nations in the Corfu incident. They will then evaluate the role of the League and its clear inability to act decisively, even before Britain and France undermined its very foundations. When students have built up a clear picture of the whole incident, they are then ready to tackle a ‘write an account’ question. The plenary is an A-Z tasks using the key words and events from 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, 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 aim of this lesson is to analyse the thoughts of France, Britain, the USA and Russia and their reaction to Hitler’s foreign policy. Students are also introduced to Britain’s policy of appeasement and have to rate how effective negotiating with Hitler might be. Students have a choice of task from answering a GCSE question, to a balloon debate or to making flashcards to reinforce their learning. The plenary asks them to evaluate a number of silhouettes in a crowd and which character would best represent the Allied leaders. 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 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 to assess the impact and legacy of the Roman Empire upon Britain. Students begin by deciphering some key words and then analyse a map of Roman Britain. They are given some context to the Roman in Britain as well as the reasons why they left. The main task is to research what the Romans left behind in Britain when they left, from bathhouses, to villas, language, roads and towns. There are some excellent video links as well as some extended writing to complete if required. The plenary will check understanding with a multiple choice quiz. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.