I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
AQA GCSE 9-1 Elizabethan England, 1568-1603
This lesson aims to explain how English planning for the Armada was forward thinking, complete with technological innovation, daring courage and just a little bit of luck mixed in.
Students have a choice of differentiated materials at their disposal to analyse historical significance of these English innovations and the Commanders involved.
Students also have a chance to use causational equations to promote linking ideas together to provide sustained lines of reasoning required for the higher level 4 answers in the marksheme
There are some exemplar answers given at the end to emphasise common mistakes and how students can achieve the highest grades, which are typical of those analysed in AQA GCSE courses such as ‘getting to grips with Elizabethan England.’
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 GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to decide to what extent the Nazis achieved their aims towards women in Nazi Germany.
Students are forewarned about how views today cannot be applied back then and therefore Nazi policies towards women, as misogynistic as they were, would not necessarily have been rejected but welcomed by women.
Some source analysis using images and text begin the lesson, as students gauge what Nazi policies were towards women in 1930’s Germany.
They are questioned on policies to raise the birth rate as well as the organisational apparatus established to do this.
There is a case study of Gertrude Sholtz-Klink before students evaluate the successes or failing of these Nazi policies.
The plenary uses talking heads to decide who would have said what and why at the time.
There is some exam practice to finish focusing on the aims of the lesson, complete with a markscheme and help if needed.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to question to what extent the Nazis created a totalitarian state.
Students begin by learning Hitler’s ideal of a totalitarian state and how he dealt with the existing political parties.
They will also discover how laws passed centrally dissolved the independence and power of the state assemblies.
There are some key questions to answer about the revamp of the civil service and the impact of the death of Hindenburg for the German state.
The plenary is an old favourite using the octagon and checking the learning from the lesson.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the short and long term impact of the Night of the Long Knives for Hitler and the Nazis
Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’
They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power.
Students have to decide through a number of choices as to why the SA were a growing threat to Hitler
There is a colour coding task to complete on the events of the 30th June together with its aftermath.
Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help given if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess how much of a threat early opposition to the Nazis was.
From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition.
They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state.
The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it
A headline plenary will aid the consolidation of learning from the lesson.
There is some source exam practice to complete if required, with help given together with a generic markscheme.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed.
From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition.
They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state.
The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it
A headline plenary will aid the consolidation of learning from the lesson.
There is some source exam practice to complete if required, with help given together with a generic markscheme.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the success of Nazi efforts to coordinate the Churches in Germany.
This lesson is split into two. The first part focuses on the Catholic Church and students begin by being given the context to Hitler’s Catholic background, Catholicism in Germany pre-1933 and why he believed the Catholic Church proved a threat to the volksgemeinschaft.
Students then have to analyse Nazi policies towards the Catholic Church, such as the Concordat and rank them in order severity. They also have to decide how these policies weakened the power and influence of the Church.
There are case studies on the Pope which investigate the Pope’s actions and responses to Hitler ,as well as the significance and the resistance of Cardinal Galen
This section concludes with some source analysis, focusing on the tone used in the language of two sources before the students have to decide the successes or failings of these coordinating policies.
The second half of the lesson introduces students to the importance and history of the Protestant Church in Germany.
Students identify which Nazi policies might align with Protestant Church interests. before completing a chronological task on the policies introduced by the Nazis and their attempt to create a Reich Church.
There are case studies on Martin Niemoller and Dietrich Bonhoeffer, their actions and opposition to the Nazis and the setting up of their Confessional Church.
Students can then complete some exam question practice with a comprehensive markscheme to help if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
This lesson questions to what extent the Nazis achieved their aims in relation to young people.
The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft.
Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany.
The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims.
A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings.
Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson to evaluate the success of Nazi policies towards its workers in creating a volksgemeinschaft.
Students are introduced to the DAF and its leader Robert Ley. They analyse its aims and policies in encouraging workers to increase production.
They are then given a number of statements which they will RAG rate (Red, Amber, Green) which will enable them to evaluate the successes or failings of the organisation.
They also learn about the Strength Through Joy programme and again have to analyse its strengths and weaknesses.
Some source analysis and skills at the end of the lesson will prepare the students for some source exam practice with help and guidance given if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to question whether the Nazi economic miracle between 1933-9 was merely a propaganda myth.
The exam practice question is introduced from the start and revisited throughout to check judgement and understanding.
Students are introduced to the economic policies of Hjalmar Schacht and how he managed to stimulate the economy through for example building homes and autobahns, mefo bills and tax concessions.
Students soon discover how Hitler’s meddling and appointment of Hermann Goering to the Four Year Plan, spelt disaster for the economy. Through a variety of tasks including a true or false quiz, a positive or negative challenge and plotting on a graph, they soon build up a picture of what the reality was for the economy despite the contrary messages from propaganda.
The plenary requires them to describe, explain, list,correct or erase the learning from the lesson.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
Conflict and Tension 1918-1939
This series of five lessons introduce the first part of the AQA Conflict and Tension course 1918-39 and focus on peacemaking after World War One.
Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions AQA have so far supplied, from source analysis, write an account, source opposition to the longer 16+4 mark questions.
The lessons are broken down into the following:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
Lessons also include some retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
Nazi Dictatorship 1933-39
I have produced this bundle of resources on the beginnings of the Nazi Dictatorship 1933-39 to help A Level students gain a deeper understanding of Germany’s past and the establishment of a Dictatorship.
The enquiry question throughout these lessons will be evaluate how much of a totalitarian state Germany became under the Nazis.
Students will learn about the impact of the Night of the Long Knives and the significance Hindenburg’s death had on Hitler’s consolidation of power.
They will also explore the mechanisms and apparatus Hitler installed to provoke fear and ensure compliance among the population, including the roles of the Gestapo and SS.
Students will assess the effectiveness of Nazi propaganda in controlling public perception and opinion., the economic policies of the Four Year Plan and autarky and the impact upon workers of the DAF, Strength Through Joy and Beauty of Labour programmes.
Finally students will analyse the efficacy of social policies on the young and women and decide how successfully the Churches were brought into line and replaced with the Nazis version of Christianity.
The resources provided include detailed lesson plans, case studies, source documents for analysis, chronological tasks and exam practice questions with comprehensive mark schemes.
The lessons are as follows:
L1 One Party State (Free resource)
L2 The Night of the Long Knives
L3 The Terror State
L4 Early Opposition
L5 Propaganda
L6 Economic Policy
L7 Youth Groups
L8 Women
L9 Workers
L10 The Churches
The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
I am currently completing further lessons for Part 4 the Racial State, which will appear on TES shortly.
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course.
I would also welcome any reviews, which would be gratefully appreciated.
This is a summary revision guide tailored to the OCR Conflict and Cooperation 1918-1939 unit for GCSE (International Relations: The Changing International order 1918-2001).
The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it set out all the main details in bullet form.
It is also extremely useful and cheap for printing and giving out to the students who can also use it for interleaving and homework.
The resource is editable and can be changed to suit with PDF and Word formats included.
Any reviews of this resource would be extremely welcome.
**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.
These eleven lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the Norman Conquest.
All the lessons are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations of the conquest from the bbc and other sources.
This bundle addresses key historical skills from the outset, from a baseline test to track the students’ starting points, questioning what is history and how to use historical sources.
Furthermore key questions are asked in this period; WHo was Alfred the Great? Why was England a good place to invade in 1066? What were the causes and consequences of Edward the Confessor dying? What were the similarities and differences in the claims of contenders to the throne? What was significant about the Battle of Stamford Bridge and how was William the Conqueror able to win the battle of Hastings?
These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives.
The lessons are broken down into the following
L1 Baseline Assessment Test
L2 What is History
L3 Historical Sources
L4 Roman Britain
L5 Alfred the Great
L6 The Anglo-Saxons (free resource)
L7 Contenders to the throne
L8 The Anglo-Saxon and Norman armies
L9 The Battle of Stamford Bridge (free resource)
L10 The Battle of Hastings
L11 Why did William win the Battle of Hastings?
( + Key Word History Display)
All the resources come in Powerpoint format if there is a wish to adapt and change.
