This resource (in booklet form) sets out the Edexcel GCSE 9-1 Modern Depth Study, Weimar and Nazi Germany 1918-1939 in two sides of A4. This is ideal for the student who wants a quick recap before the exam as it includes all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything they have been taught! This resource can be also used for homework and interleaving or for quickly recapping topics. This resource can also be easily emailed to parents to help students with their revision studies at home or put on the school’s digital platform. I have included both PDF and Word formats if there is a need to change or adapt.

The Holocaust This lesson directly tackles the overriding enquiry question throughout this sequence of lessons, namely who was to blame for the holocaust? They will continue to map out their ideas (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 lesson focuses on Police Battalion 101 who were ‘instructed’ by their Commander, Major Trapp to execute Jews in Poland and send many others to the extermination camps. Two historians have conducted extensive research in this area and either concluded they were willing executioners or just ordinary men, victims of an extraordinary situation. It is up to the students to make up their own minds by tracking one of the battalion’s first ‘actions’ against 1800 Polish Jews living in the village of Jozefow. There are accompanying worksheets and grids to colour code as well as excellent links to video footage and differentiated tasks to help students of all abilities. Other figures to blame in the lesson debate include Adolf Eichmann, the organiser of the transportation of the Jews as well as the German public, train drivers, Camp Commandants or foreign governments who failed to respond. Students have to prioritise their responsibility list in the plenary. 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.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to assess the contributions made by Pasteur and Koch to the improvements in medicine in the late 19th Century. By the late 1800’s, the focus had moved away from antiseptic to aseptic surgery. Students will learn how Pasteur made his monumental breakthrough in 1861 with his Germ Theory, aided through the factors of chance, government and scientific experimentation. However as he was only a chemist it was the German doctor Robert Koch who applied Pasteur’s theory to human disease to convince doubters that microscopic germs could kill something as advanced as a human. Students will rate their progress in these discoveries and make substantiated judgements on their effectiveness and performance in the development of vaccines. There are also links to Bastion and Tyndall and their similar rivalry in Britain. The lesson includes GCSE practice questions on factors and significance with source analysis and video links throughout. 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.

This resource in booklet form sets out the whole AQA GCSE 9-1 Britain: Health and the People c.1000 to present course in two sides of A4, including the exam questions This is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. The summary guide includes all the main individuals, events and discoveries made which are asked in the exam. It is also great and cheap for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! I have included both PDF and Word formats if there is a wish to change and adapt.

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.

Germany 1890-1945: Democracy and Dictatorship This lesson introduces students to Stresemann and his policies. The starter is interactive as each student has a character card and will introduce themselves to each other to find out their worries and concerns with Germany between 1918-1923. At the end of the lesson the students will judge if Stresemann has made their lives better or not and justify their reasons. Was he a brilliant statesman who solved Germany’s problems or did he just paper over the cracks? There are a variety of learning tasks for the students to complete which include a quiz where the students pick up points for the correct answers, source analysis, colour coding activities on Stresemann’s economic and political policies as well as a GCSE exam practice question, 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, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship This lesson is split into two parts. The first part looks at the various racial groups within Germany who were targeted and excluded by the Nazis and the reasons behind this. There is a case study of the Grefeneck Asylum where its inmates mysteriously disappeared; the students are given clues as to how to unravel the story about what happened there. They subsequently learn of the T4 programme secretly enacted by the Nazis and the sheer scale and numbers involved. The second part of the lesson focuses on anti-Semitism within Germany, the history and context behind it and how the Nazis used propaganda posters to get their vile message across. Students have to analyse why the Jewish population was targeted and explain how this prejudice and discrimination manifested itself There are some brilliant video links which explore these issues further and a plenary which attempts to change some student perceptions of Hitler’s own anti-Semitism. 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 Suffragettes The aim of this lesson is to analyse the Cat and Mouse Act of 1913 and the actions of the Liberal Government against the Suffragettes in their quest for the vote But as the students will have to work out, this act was used for propaganda purposes by both sides to put each other in an unfavourable light. It was after all the Suffragettes who coined the phrase the Cat and Mouse Act and made sure everyone knew the callous actions of the Liberal Government! As well as completing a prioritising exercise and a literacy challenge, an excellent video allows students to question how it worked and why the Government used it (petrified they might have Suffragette ‘martyrs’ dying in prison). At the same time, they had no doubts about criminalising the Suffragettes with mug shots from prison as the Suffragettes refused to accept their actions as ‘criminal’ and instead ‘political’ (thus refusing to have their photographs taken as shown on the opening slide). Students have to analyse the various propaganda sources from each side and decide the messages, who they were targeted against and how effective they were in their aims. These opinions have to then be tweeted according to various people in society and how they might have be influenced by seeing them. 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 Suffragettes The aim of this lesson is to evaluate how far women in Britain have gained equal rights. From the Representation of the People’s Act in 1918, to the 1928 Act giving all women the right to vote at 21, has this meant women are now on an equal footing to men? Unfortunately as the given adverts (both on tv and posters) suggest, there is still a long way to go. Laws have been introduced since the war to give women more freedoms and rights; students have to decide if these changes have affected their home life, their personal life or their work life or do they interlink all together? However, whilst some brilliant BBC footage show the changes women have undergone, students analyse recent figures which show the gender pay gap and the differences between part and full time work to prove the gap is still clearly significant and falls short of equality. Their final task is to therefore answer the main aim of the lesson and decide how far women have gained equal rights in Britain, with a focus on the extent of change. 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 This lesson explores how the Nazis suppressed opposition in Germany through terror, propaganda and coordination. Most student answers on the police state tend to focus on terror and violence, so hopefully this lesson which re-evaluate their thinking to take into account the ideas of indoctrination and persuasion. Students analyse the types of propaganda used as well as control in all spheres of life before having to explain there was little opposition as asked at the beginning of the lesson. They will also judge how effective the different forms of control are such as concentration camps, the Gestapo, the law courts as well as the use of block wardens. By the end of the lesson, the students are given a GCSE practice question to analyse and mark, with guidance on how to achieve the higher marks with a model 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, c1000 to present The aim of this lesson is to assess how much and how far surgery improved in the 19th Century. The lesson is split into three parts; pain, infection and blood loss and will possibly take two to three lessons to deliver. Students learn about the problems of pain in surgery pre-anaesthetics and how surgery ‘advanced’ with the introduction of ether and chloroform. A summarising pyramid challenges students thinking and gets them to understand why there was opposition to these new drugs. In the second part of the lesson, students analyse the new techniques used by Joseph Lister and evaluate his significance overtime using sources. Finally in the third part of the lesson, students use a thinking quilt to question and comprehend the advances made in blood transfusions and the role the First World War played in developing surgery further. The lesson includes GCSE practice questions, fabulous video links to surgery both past and present and enables the pupils to challenge and question the ‘progress’ made by surgeons. Students can also summarise the topic by creating a road map using road signs to show the advances and pitfalls of surgery over time. 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.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to analyse the terms of the Treay of Versailles and its impact upon Weimar Germany. From the start, students have to understand how difficult it was for the Allies (the Big Three) to decide how to treat Germany at the end of the war. Moreover when they did eventually agree, how did it affect Germany and what were it terms? The emphasis is also on how students can remember the terms of the treaty, especially with the land lost, complete with difficult spellings such as Schleswig-Holstein and Alsace-Lorraine. Learning tasks include making notes from video evidence, creating a chatterbox, analysing sources, completing quizzes and filling in a ‘find someone who can’ worksheet (a brilliant idea from Aaron Wilkes). The second part of the lesson focuses on GCSE exam practice using cartoon sources related to the Treaty as well as how to answer the first three source questions on the exam, with help on how to answer each. 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.

This resource in booklet form sets the AQA GCSE 9-1 Germany 1890-1945 Democracy and Dictatorship course out in two sides of A4. This is ideal for the student who wants a quick recap of the course as it sets out all the main details, people and events in bullet form. It is also great for quickly printing and giving out for revision lessons, interleaving or for homework, especially when the course content has now doubled for the GCSE 9-1 exam. I have included PDF and Word formats if there is a need to change or adapt. This is cheap to photocopy and includes a summary of the exam questions from the start. If you like this resource, please check out my full revision guide for AQA GCSE 9-1 Germany 1890-1945 here: https://www.tes.com/teaching-resource/aqa-gcse-9-1-revision-guide-germany-1890-1945-11764985

Edexcel GCSE 9-1 Medicine Through Time, c1250-present These key individual flashcards aim to get the students thinking of key people and their significance in medicine. I always find students have revised thoroughly for exams, but do not push their grades into the higher brackets as they focus on content rather than the individual’s impact and importance, particularly over time. These flashcards are great when addressing the 12 mark ‘explain why’ question, particularly when arguing over rapid change. There are 33 individuals listed, including those for the Historic Environment; The British sector of the Western Front. Students can use them in class (I use them as starters and plenaries) or to take home and use for their own personal revision programme. I also display them in the classroom (enlarged) and use when teaching this unit of study. The resource comes in Powerpoint format if there is a wish to adapt and change.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to explain to the students the tricks and skills of answering the source questions set in this part of the exam. They will learn how to comment on the utility and purpose of sources, by questioning their provenance as well as using their own knowledge. They will analyse a variety of sources and be able to question their relevance and well as their limitations. Students will also write about the details of a source and follow these up with questions of their own. I have provided exemplar answers in this lesson and examples of the skills to use when completing GCSE exam questions. Activities also include recall and retrieval, analysis and evaluation of different types of sources as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

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.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This double lesson aims to explain the treatment soldiers received on the battlefield for their injuries and the new treatments available or being developed to aid their recovery. Students will analyse and evaluate the work of the RAMC, F.A.N.Y, V.A.D.'s as well as the role played by Regimental Aid Posts, Advanced Dressing Stations, Casualty Clearing Stations and Base Hospitals, There is also a case study of the underground hospital at Arras. They will focus on the significant advances in the treatment of the wounded including the Thomas Splint, the Carrel-Dakin method of using a sterilised salt solution in the wound, mobile and static x-ray units and portable blood transfusion kits as well as the ability to store blood. Furthermore there are case studies involving the pioneering work of brain surgeon Harvey Cushing and the reconstructive facial surgery of Harold Gillies, Activities include recall and retrieval, evaluation and analysis, summarising, discussion and debate, source analysis, the use of video evidence as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

**Medicine Through Time, c1250-present ** This resource is a condensed version of the Medicine Through Time course onto two sides of A4 . It is ideal for the student who wants a quick recap before the exam as it includes all the main details in booklet form. Simply print out double sided and fold down the middle. It is also great for giving out during revision or cover lessons, especially when the students claim they cannot remember anything they have been taught! This resource can be also used for homework and interleaving or for retrieval practice. It can also be easily emailed to parents or put on the school drive for easy access. I have included both PDF and Word formats if there is a need to change or adapt.

The English Civil War The aims of this lesson are to analyse the Battle of Marston Moor and evaluate how the New Model Army won the battle, as well as to question if Parliament decided to kill the king from the start. Therefore this lesson comes in two parts. This first lesson focuses on how the two sides fought in the Civil War. Students learn about the musketeers and pikemen, before analysing their role in the Battle of Marston Moor. The students take on the job of Oliver Cromwell and make key decisions to win the battle, gaining points as they go along. However they must be careful not to make mistakes and lose the battle with catastrophic consequences for Parliament and the New Model Army. The second part of the lesson looks at an alternative view of the Civil War. Was the decision taken to kill the King early on, or did Parliament arrive painstakingly at this decision over time. Students plot this on a graph before reaching and justifying their own conclusions, using some argument words for help if required. A lightbulb is posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The English Civil War The aim of this lesson is to decide why an audacious plot was hatched against James 1 and why might the plotters themselves be framed by the Government itself. This lesson is therefore split into two. The first half examines the men and their roles in the infamous plot to blow up the King in 1605. Students are introduced through talking heads to Guy Fawkes and King James. They also study sources from the time, including Robert Cecil’s account of the plot and analyse the words trying to make inferences between fact and fiction. A model answer is provided to aid their analytical skills. Furthermore they will evaluate the causes and consequences of the plot and its significance today. The second part of the lesson will require the interpretation of a number of sources to decide if the plotters were actually framed by Cecil and the government who allegedly knew about the plot all along and actively encouraged it. Students have to decide for themselves before reaching a judgement using key words to aid them. This is excellent groundwork for source analysis they will later tackle at GCSE. The plenary is to talk like an historian answering key questions using information 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.