The First World War The aim of the lesson is to understand why alliances and rivalries at the beginning of the Twentieth Century led to the outbreak of the First World War.World War I. This lesson sets out the long term causes of World War I based on four underlying principles: Nationalism, Imperialism, Alliances and Militarism. The lesson asks the students who and why were countries arguing with each other based on their geographical as well as their historic national rivalries. Students then have to decide who could sit next to each other at a dinner party after they have justified their reasons for distrust and paranoia. The alliances are plotted and colour coded on maps, culminating in a task prioritising and linking the reasons as to why the world was ready for war in 1914. 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.

**The First World War ** The aim of this lesson is to understand the importance and significance of the Poppy on Armistice Day at the end of the First World War. The lesson is split into two parts. The first part of the lesson analyses the causes of the World War I ending in 1918. Using a causal spiders web (an idea taken from Emily Thomas), students link the ideas together by drawing lines and then justify their reasons to create a spider’s web on remembrance. The second part of the lesson analyses the significance of the use of the Poppy with students giving their own reasons for this on the poppy leaves (a template is included). They then have to prioritise the most important reasons why the Government introduced Poppy Day and why we commemorate Armistice Day with a diamond nine activity. Students also have the chance to evaluate John McCrae’s in Flanders poem with some ‘clever question stems’. 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 First World War ** This key word literacy display on World War I has been designed to be used on classroom walls (or on display boards outside) when introducing this new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words on the First World War and their definitions: Alliance, armistice, arms, barbaric, bellicose, conscientious objector, cowardice, desertion, escalate, imperialism, inevitable, Jerry, Kaiser, militarism, munitions, nationalism, naval, propaganda, stalemate, trench foot, tommy, shellshock, shrapnel, trenches, Triple Alliance, Triple Entente, Victoria cross, warfare. The slides come in PowerPoint format so they are easy to change and adapt.

**The First World War ** The aim of this lesson is to question the psychological effects of fighting on the Western Front in the First World War. This lesson centres around the case of Private Harry Farr who was shot for ‘misbehaving before the enemy in such a manner as to show cowardice.’ Students re-enact his court martial using the witness statements before his sentencing and ultimately decide if his sentence was justified… The start of the lesson requires them to define a coward and more importantly question what shellshock is, which the Government at the time and the public refused to recognise. Students will analyse why so many soldiers refused to fight in World War 1 and preferred to desert instead fully aware of the consequences of their actions. The students will use visual and source evidence and apply higher order thinking skills at the end of the lesson in an extended piece of writing. The plenary questions students’ beliefs on cowardice and challenges their original assumptions at the beginning of 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.

The First World War The aim of this lesson is to focus on the roles women played in World War I and how significant a contribution they made to the war effort. Students have to prioritise which jobs also contributed the most to the war effort. The second part of the lesson looks at the Woolwich Arsenal weapons factory as a case study, using documentary and audio evidence from the time as students consider how frightening it was to work in an arms factory during the First World War. Furthermore, students decide how significant women were in the short, medium and long term. They have a chance to justify their ideas with a differentiated extended writing task, with help given if required. A plenary Bingo tests and challenges students’ understanding at the end. 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.

The First World War The aim of this lesson is to question how much Britain valued its Empire soldiers in the First World War. This subject is very topical at present as historians such as David Olusoga are putting cultural diversity at the forefront of our British history curriculum. The starting point of the lesson is to analyse the story of Private Johnson Beharry, focusing on his background and the reasons why he was awarded a Victoria Cross, through source or video evidence. Students will then link his story to World War I, where they will learn how more V.C.’s were awarded to British Empire soldiers than anyone else and discover which parts of the Empire contributed to the war effort and why. There are case studies in the lesson focused on troops from the Punjab and the West Indies. The main task students face is to judge how valued British Empire soldiers were at the time and if not, how and why they were viewed differently. Ultimately they will need to clarify why this varied widely according to country and race. They will also be required to write an extended answer using their own opinions, with argument words and scaffolding given if required. There is a plethora of video evidence to accompany this lesson, with brilliant clips from the BBC and other sources. Students will finally consolidate their learning by creating sentences from ‘fragments’ and a retrieval task on the First World War. 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.

The First World War This lesson aims to analyse how the assassination of the Archduke Franz Ferdinand and the July Crisis was the spark for World War I to start. Students will question how frightening the assassination was and the speed of European countries to mobilise for war. As video evidence is used to explain the events that led to the shooting in Sarajevo, an analogy is made to a bar brawl as students try to ascertain the causes of it and link these to the events which unfolded after 28th June, 1914. Students also have to complete a chronological exercise of the events as well as deciding the personalities of the main countries involved such as Germany, France and Austria-Hungary in the First World War. The plenary is a catchphrase check (complete with music) on 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.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of war upon Nazi Germany. The lessons begins by assessing the value of some sources, to be used in some exam practice at the end, which questions the effects of the war on civilian morale. There is a missing word activity for the students to complete after studying how rationing was introduced in Germany and its repercussions. There is also a grid sheet to complete as students evaluate the four phases of the war and how the use of propaganda affected civilian morale, particularly as the German people began to realise the war was not going to plan and would not end quickly. An octagon plenary will check understanding and consolidate the learning at the end of the lesson. The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a markscheme provided 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 changed and adapted to suit. It is differentiated and includes suggested teaching strategies.

**The First World War ** The aim of this lesson is to assess the reasons why air power and aerial combat became an increasingly important part of warfare in the First World War. As each side became more aware of the potential of reconnaissance, observation and bombing raids, they quickly built and developed their planes. However the sudden need to shoot down these aircraft quickly gave rise to dog fights and flying aces such as the Red Baron. Therefore the enquiry question of ‘how frightening was the First World War’ is quite apt here. Students have decide how the planes were used using photographic evidence and then categorise information under the following headings: reconnaissance, fighting, bombing cities or attacking trenches. Much of the excellent video footage uses links to the documentaries posted by Dan Snow on the BBC. The first half of the lesson concludes by questioning the early effectiveness of air power in World War I. The second part of the lesson analyses the fighting prowess of a flying ace from Kent, Jimmy McCudden. Having scrutinised his life and achievements, students have to judge how frightening his daring exploits were before deciding if he deserves more recognition for his gallantry other than an inscription on a gravestone and on a war memorial. They can also create their create their own war memorial or obituary of his life. 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.

AQA GCE A Level 1C, The Tudors: England, 1485–1603 I have produced this bundle of resources on The Tudors to help A level history students access the course and make the transition from GCSE to A Level smoothly. Henry VII: Students assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances. They will judge the significance of individuals, the economic development of trade and exploration, his limited aims in foreign policy, the consequences of his diplomacy, the role of religion and the development of the arts. Henry VIII: Students will assess his character and personality, the significance of individuals in his reign such as Cardinal Wolsey, Sir Thomas More and Thomas Cromwell as well as economic development, his aims in foreign policy and the political, social, economic and religious upheaval caused by his divorce and the break with Rome. Edward VI: Students will learn how cold and callous Edward could be, the significance of the Dukes of Somerset and Northumberland and how they tackled the problems of finance, the economy, law and order, religion and foreign policy. Finally they will about the key reformers and the new Evangelicals such as Archbishop Cranmer, Bishop John Fisher and John Hooper. Mary I: Students will evaluate the significance of her Government, the role of Parliament, her marriage to Philip II of Spain, the Counter Reformation, Marian martyrs and the economic situation she inherited. Elizabeth I: Students will learn about Religious Settlement of 1559, her character and aims and how Elizabeth’s Government worked on a local as well as national level. They will judge the significance of her foreign policy in relation to Catholic and Puritan threats at home and abroad as well as poverty with increasing inflation and poor harvests. Finally they will evaluate how much the arts, education, exploration and colonisation can be attributed to a Golden Age. All the 67 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. The individual lessons can be found starting here: https://www.tes.com/teaching-resource/resource-12787897 If you purchase this bundle, then please email me for a copy of a free Revision Guide for this A Level course worth £10.99, which can be found here: https://www.tes.com/teaching-resource/resource-13150174

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question whether the ‘new woman’ in the Weimar Republic was no more than a myth. The beginning of the lesson focuses on social welfare and who was entitled to what at the end of the war. However, students learn how many people felt cheated by the system and assess why so many different groups felt aggrieved. In the second part of the lesson, students ascertain who was classed as the new woman in Weimar Germany. They also evaluate whether gender roles and the new freedoms afforded to women were in fact inconsequential in areas such as politics, employment and sexual freedom. Case studies for four women are scrutinised before students complete some exam practice, with help given if required. The plenary requires students to compete some fragmented sentences. There is a 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 GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of the ‘neue Sachlichkeit’ in Weimar Germany and question to what extent this ‘Golden Age’ was welcomed by all groups in German society. The lesson begins with an introduction to how tolerance and a reduction of censorship brought with it a new cultural and political freedom with experimentation in the arts. Students then have to prepare a essay practice question using images and information on how Germany was changing and challenging old norms. A summary diagram and some links to today are made to show how far reaching some of the cultural changes and new ideas were, such as the arts, architecture, cinema, expressionism and cabaret and nightlife. There is also some source practice as well to complete for homework if required, complete with a planning sheet and generic markscheme. The plenary uses the octagon technique to check learning and understanding from the lesson on this cultural liberalism and these Weimar Golden Years under Stresemann. There is a 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 purpose of this lesson is to introduce Henry VII’s foreign policy aims. Students are introduced to a map of Europe in 1485 and have to make comparisons and connections to countries on a map of Europe today. This will help with understanding European relations in the 15th Century. They will learn who the major players were in Europe at the time, such as France and evaluate the threats Charles VIII and the Habsburgs posed to Henry VII. Students learn the three main aims of Henry’s foreign policy and have to justify which one is being applied to the various treaties and agreements reached with various foreign powers, such as the Treaty of Medina del Campo and Etaples. The plenary checks their understanding of the lesson using a talking heads activity, as they have to decide which European leader would make the given statements from the screen. 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 for students to assess the significance of Brittany to Britain’s national security under Henry VII. Students use the information provided, such as the Treaty of Redon, to also explore Henry’s relationship with France and judge if his foreign policy was a success with his political machinations with the French King Charles VIII. There is also some exam practice to complete, using extracts on Brittany to evaluate the aims of the lesson and judge Henry VII’s success in foreign relations with France. Help is also given to the students if required on how to structure an answer, using some scaffolding, helpful hints 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.