The aim of this lesson is for students to analyse and evaluate the winning tactics used in by William the Conqueror in the Battle of Hastings. Students begin by analysing the Bayeux Tapestry, the battle itself and information on the leadership qualities of the two combatants. They then complete a differentiated task using a storyboard to map out the events of the battle before completing a summarising pyramid on William the Conqueror’s skills. There is also a chance to recreate the Battle of Hastings with suggestions of role play before the plenary requires some recall and retention skills. An optional homework suggestion is also provided. The resource is therefore differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

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 Romans in Britain as well as the reasons why they left. The main task is to research what the Romans left behind in Britain, 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.

AQA GCSE Britain: Health and the People, c.1000 to present This lesson aims to find out how significant Hippocrates and Galen were in the history of medicine and the continuity and change in medical knowledge. With the GCSE significance question in mind, the focus is on how their ideas and treatments were developed and used in the short, medium and long terms. Students find out, in depth, about the four humours for example and the use of opposites, with the acceptance of the Christian Church as well as how the emphasis on observation, diagnosis and professionalism which still exists amongst doctors today in the Hippocratic Oath. There are links to video footage and learning tasks to suit all learning needs. 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The key to this lesson is to recap not only the causes of the Spanish Armada and the build up to its eventually defeat, but also to analyse the battle itself and reasons for English success and Spanish failure. Furthermore, what were the consequences for Elizabeth and her successors? How did Britain regain the initiative and establish Elizabeth as a Protestant force to be reckoned with in Europe and at home? How did the defeat change her status as a world power for the next generation of explorers and seafarers as Britain became the dominant naval power in the world by the 19th Century? Students make up and pour a toxic cocktail of causes before piecing together the reasons why the Armada failed and ran out of energy, by giving it an energy rating in a prioritisation exercise. They also have to amend a number of statements and correct them on the Spanish Armada, explaining the reasons why they are incorrect as well as studying an interactive map as the events unfolded. Finally students can complete a ‘How important’ GCSE practice question worth 8 marks to consolidate their learning with hints and tips of how to answer this. 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 Germany 1890-1945: Democracy and Dictatorship This lesson looks at how Hitler transformed himself and the Nazi Party to be able to secure enough votes to become Chancellor by 1933. Many GCSE questions centre around why people voted for the Nazis before 1933. This lesson shows how he was able to do this focusing on four main areas: Hitler’s beliefs, organisation, leadership skills and voter support. How Hitler dressed, spoke, acted and performed in public were crucial in his propaganda assault on the German people. Students write this up and evaluate the success of this transformation using worksheets, video footage and visual aids. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to analyse the appeal of Nazism to German voters in the Weimar Republic. Students will start by examining the lean years of the Nazi Party and how Hitler reshaped his vision of Nazi ideology while in prison. They will also learn about the significance of the Bamberg Conference in 1926, which reasserted Hitler’s control over the Nazi Party. The second part of the lesson will focus on the broad support and appeal of Nazi ideology to the old elites, industrialists, and the Mittlestand. Hitler’s confidence in his success was evident when he ran for President in 1932, narrowly losing to Hindenburg. In this context, students will debate, discuss, and present feedback on seven key Nazi policy ideals, explaining why these policies had such widespread appeal. To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question. 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.

The Transatlantic Slave Trade KS3 The aim of this lesson is to evaluate how hard daily life was on a slave plantation. What was a typical day like? How hard was the work? Was it made easier by the invention of the cotton gin? How did they relax if at all in the evening and what were their living quarters like? Learning tasks include comparing a day in their school life with the day of a plantation slave and recognising the hardships endured of work and punishment. Students also have to use a number of sources, which are differentiated according to ability and challenge a statement which suggests a slave’s life wasn’t really that bad. The plenary asks them to use four letters and come up with as many associated words as they can from their learning on slave plantations. The lesson comes with a retrieval practice activity, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The Suffragettes The lesson focuses on the main differences between the Suffragists and Suffragettes, but also examines their similarities in their aim of votes for women. Students are asked as to why women wanted the vote and how were they going to achieve it? Further into the lesson, students have to analyse the various methods used by both groups (peaceful protest vs militant tactics) and have to question, prioritise and justify their effectiveness in women’s rights campaign history. A differentiated plenary questions and checks their understanding of the lesson and the aims of Emmeline Pankhurst and Millicent Fawcett. 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.

American Civil RIghts This lesson sets out to ask the question if Abraham Lincoln was the ‘Great Emancipator’ that history claims him to be. By analysing his statue at the Washington memorial and using video evidence as well as a brief summary of the 13th Amendment and the American Civil War, students are given evidence (which is differentiated according to ability) from which they question this belief. Students learn about his views on slavery, his leadership, his desire to win the American Civil War and how this influenced his decision to offer emancipation to Black people in America. Their ideas are then presented on a Venn diagram and presented to their peers. A true or false quiz at the end will attempt to consolidate their learning as well as questioning how emancipated the slaves were after the amendment became law. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate how Protestant Tudor England had become by 1547. Students are required to estimate from the start which percentage they think the country had changed its religion, before they study the evidence and give their final evaluations and conclusions on the impact of the Tudor Reformation. The evidence of religious change is evidenced through the Reformation Parliament, the Ten and Six Articles, Royal Injunctions, changes in doctrine, the influence of his wives as well as humanist ideas. The plenary focuses on a describe, explain, list, correct and erase activity. There is some exam practice to also complete, together with a planning sheet, some focused help and a markscheme supplied. 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 reasons for the increasing problems Elizabethan society and the economy underwent towards the end of the 16th Century. Students also have to evaluate the impact of these changes upon society as a whole, from a rising population, gentry class and continuing inflation. They will also question if there was a crisis in the aristocracy, a case put forward by renowned historians such as Hugh Trevor Roper, as he argues their decline of importance coincides with a rise in influence of the gentry class and a change in the Elizabethan social hierarchy and structure. Finally students will examine and decide if there were any differences in the patterns of trade in the Elizabethan era compared to previous Tudor times. Was England still dominated by agriculture and the cloth trade to Antwerp or were any changes happening to expand markets? There is reference and help given by including patterns of trade under Henry VII, Henry VIII and Edward VI. 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 threat the Puritans posed to Elizabeth and the Religious Settlement. The lesson begins with a definition and how the Puritans and the Puritam movement were becoming a problem for Elizabeth. Four areas of Puritanism are analysed - from political influence in Parliament, local reform movements, the Church from within and separatism. Students analyse and assess the information provided to tackle a practice exam question, with help and prompts given if required, including a detailed markscheme. The plenary requires the students to discuss and rate how much the threat of Puritanism and religious conflict declined under Elizabeth and the possible reasons for this. 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 how successful Elizabeth’s policy of plantation in Ireland really was. Students begin by plotting areas on a map of Ireland and are required to explain previous Tudor policy in Ireland with some prompts when needed. After being given the context to Ireland in 1558, they then analyse Elizabeth’s colonisation policy in Ireland and rate how effective each attempt was, bearing in mind a number of Irish rebellions such as Shane and Hugh O’Neill were ignited by it. There is some exam extract analysis practice to complete if required on Elizabethan policy in Ireland, complete with markscheme. The plenary focuses on some interactive flashcards which recall the learning in 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.

The English Civil War The aims of this lesson are to analyse the Battle of Marston Moor and evaluate how the New Model Army under Oliver Cromwell won the battle, as well as to question if Parliament had decided to kill King Charles I 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 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson aims to explain how English planning for the Spanish 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 GCSE 9-1 Elizabethan England, 1568-1603 The aim of this lesson is to give students the context to the role and importance the theatre played in Elizabethan England. Building upon their knowledge and understanding of William Shakespeare, they will learn how the theatre adapted and changed to permanent and purpose built theatres through text analysis, a thinking quilt and video evidence. The second part of the lesson focuses on the globe theatre, with its seating arrangements and the types of plays the audiences could experience. There are some excellent video links to the BBC included in this resource. Students will then apply their skills to a choice of two exam practice questions on ‘importance’ and ‘how convincing’, with help and guidance offered 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.

Rise of Dictators The aim of this lesson is for students to assess and judge the character and legacy of Stalin. The lesson begins by discovering what the students already know about Russia today or about Stalin. They will also analyse some video footage, complete a true or false quiz and then use this information to prioritise some significant facts about his early life. The main task will involve students evaluating how evil Stalin was, by giving him a rating out of 10 for a number of his policies during his rule of the Soviet Union, such as his Purges and the Five-Year Plans. This can be followed up by an extended writing exercise, using prompts and key literacy words to help. A Connect 4 interactive plenary activity will consolidate the learning of the lesson of Stalin’s life and his dictatorship of the Soviet Union. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and lessons 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.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to analyse Nazi policies towards women (such as Kinder Kuche, Kirche) and then evaluate how effective the Nazis were at controlling them. The start of the lesson questions the qualities Hitler is looking for in women and then questions what makes the perfect Nazi woman using key words. Students then have some differentiated questions to complete, using text before evaluating how much certain women were controlled through education and propaganda and explaining to what extent. A GCSE practice question focuses on ‘Which source is the most convincing?’, complete with simplified markscheme and notes on the slide for more guidance. The key words are then revisited in the plenary. 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to evaluate why the Superpowers under Nixon and Brezhnev, attempted to improve relations in the 1970s (Détente) and reduce their stockpiles of nuclear weapons. Students will learn why the opportunity for Détente presented itself, through source analysis and a challenge task. This will enable them to decide if the agreements made at the SALT 1 talks (Strategic arms limitation Treaty) were either a positive move to world peace or had very little impact on it. They also have the opportunity to write an extended answer on the significance of these negotiations as well as practising a GCSE question. There are hints and prompts to help 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 material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.