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 A Level 1C The Tudors: England, 1485–1603
I have produced this bundle of resources on Elizabeth to help A level history students access the course and make the transition from GCSE to A Level smoothly.
Elizabeth’s 45-year reign is generally considered one of the most glorious in English history. During it a secure Church of England was established. The image of Elizabeth’s reign is one of triumph and success. However, it faced many difficulties with threats of invasion from Spain through Ireland, and from France through Scotland. The nation also suffered from high prices and severe economic depression, especially in the countryside, during the 1590s.
The enquiry question throughout this bundle of resources will be to question what sort of a Queen Elizabeth was throughout her reign and how and why she changed or adapted over time .
Students will learn how Elizabeth dealt with religion in the Religious Settlement of 1559. They will assess 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 threats at home and abroad as well as her attempts to tackle 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.
The lessons are as follows:
L1 Introduction
L2 Problems
L3 Consolidation of power
L4 Government of Elizabeth
L5 Elizabeth and marriage
L6 Background to the Religious Settlement
L7 Elizabethan Religious Settlement
L8 Catholic threats and rebellion
L9 Mary, Queen of Scots
L10 The Puritan threat (free resource)
L11 Foreign Policy introduction
L12 War with Spain
L13 Elizabeth and Ireland
L14 Economy and Society
L15 Trade and exploration
L16 Elizabeth Golden Age
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.
This is the final bundle of four I have created for the Tudors A Level history course.
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 received.
World War I
The aim of this lesson is to understand how Germany was punished after World War 1 and how harsh its terms were to many Germans.
The first part of the lesson looks at how the map of Europe changed.
Students then have to think why the Big Three had different ideas on how to treat Germany.
Through various images and video footage students can see what they decided and have to justify why they came to these decisions.
The terms of the Treaty are discussed and then shown how to be remembered using a chatterbox (a template is included).
The final part analyses and evaluates a number of sources on the Treaty and their meanings.
A recap plenary at the end of the lesson uses a spinning wheel which can be used in a competitive challenge.
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.
World War II
This lesson aims to evaluate if the evacuation of Dunkirk was a success or failure.
By the end of the lesson, students will have made up their own minds and be able to give their own interpretations of the events of May 1940.
Using video and film footage of the time as well recent accounts from veterans, students will be able to recognise and understand why there is a difference between contemporary and modern versions of the evacuation.
They will also study a range of sources both visual and written and then judge which were most accurate and why, again focusing on contemporary as well as modern day accounts.
In conclusion, they will write up their findings in an extended written task.
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 GCSE 9-1 Elizabethan England, 1568-1603
The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign.
In this lesson, students learn how much Elizabethan society was changing due to this increase in status, wealth and power.
The foundations of the Great Chain of Being were being shaken as there was a rise in status of the gentry class, making their money through land and trade and being given jobs of responsibility by the Queen such as JPs, MPs and Privy Councillors.
With this new money came the desire to build new houses and a case study of Hardwick Hall is used as an example of how to show off your wealth and power,
Students analyse how these new houses demonstrated that their inhabitants were cultured and fashionable people.
Students are shown the latest ideas from the BBC and have to analyse and colour code text before demonstrating their knowledge in a ‘how important’ GCSE practice question.
After completion they peer assess their answers to check they have included the correct evidence and answered the question properly rather than a given a narrative description which can be a common error.
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, c.1000 to present
This lesson aims to find out how significant Hippocrates and Galen were in the history of medicine.
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 and professionalism still exists amongst doctors today.
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.
The aim of this lesson is to decide who rules in Medieval England - the Crown or the people?
As the lesson unfolds the overriding question becomes more challenging; in the short term the Peasants’ Revolt ultimately failed but the consequences in the longer term for the people were much more positive.
The scene is set with each student taking on the role on a peasant and spokesperson for their village. They complete a grid sheet throughout the first part of this lesson to clarify their significance in the village.
As the demands of the King become ever more unacceptable, they have to make choices, using a quiz to choose the correct actions to take, gaining or losing points in the process. This can be completed as a class or independently.
The second part of the lesson examines what happened to Wat Tyler – piecing together evidence from the King’s supporters at the time.
Ultimately they will write a narrative account of the Peasants’ Revolt using differentiated tasks which give guidance and help if required.
They continue to plot the power struggle between the king, the church, the barons and the people on a graph in a sequence of lessons.
This lesson includes:
Fun, engaging and challenging tasks
Links to video footage
Printable worksheets
Differentiated tasks
Suggested teaching strategies
Homework ideas
PowerPoint format, which can be changed to suit
Superpower Relations and the Cold War, 1941-91
The aim of this lesson is to analyse the significance of the fall of the Berlin Wall and the impact upon Europe with the collapse of the Soviet Union.
Students begin by recapping key facts about the Wall and how citizens of East Germany could travel to the west through Austria.
They will learn how the fall and destruction of the wall came about an given significance ratings to ten consequences, which students can use to complete an extended writing task.
There are some excellent video links to watch as well as images to decipher during the lesson.
A GCSE question tackling the importance of the fall of the wall can be completed at the end of the lesson with help and a writing frame provided.
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.
The aim of the lesson is to question if Japan was justified in attacking Pearl Harbour without a declaration of war against the United States.
This question is revisited later in the lesson to see if the students have changed their minds.
As this is a new theatre of war and not in Europe, the lesson sets out clearly where the war was fought in the Pacific, the location of Pearl Harbour and its significance to the USA.
Students are required to discover what Japan wanted and the reasons behind their surprise attack with a choice of options available to piece the jigsaw together.
An excellent activity of Pearl Harbour in numbers, which is an idea from KNNTeach, enables students to clearly recognise the initial damage done to Pearl Harbour by the Japanese attack.
There are video links to film footage as well as a plenary activity from which the students have to make up questions to the answers given on post it notes.
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 lesson comes in PowerPoint format is there is a wish to change and adapt.
Germany 1890-1945: Democracy and Dictatorship
The aim of this lesson is to judge whether the Munich Beer Hall Putsch was a success or a disaster for the Nazis
The start of the lesson focuses on what Hitler wanted and students have to decide why he instigated a Putsch in the first place in Bavaria.
With reference to text, source analysis and video clips, students then have to prioritise the short term consequences for Hitler and his followers and the main reasons why it failed.
The final part of the lesson focuses on what we now see as his success. Students again have to give reasons why he came out of this episode unscathed and to some extent even bolstered his reputation in the long term.
In the plenary, students have to relay what they have learnt in a summarising pyramid.
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 aim of this lesson is to analyse why slaves escaped from their masters and evaluate the significance of Harriet Tubman.
The lesson begins by asking why slaves ran away and how would they prepare for it.
Some source scholarship focuses on an advert placed in 1838 to retrieve a runaway slave. Key questions on inference require students to analyse and read between the lines on why the owner was desperate to recapture the slave.
The second part of the lesson examines the underground railroad and the roles of those who helped the escapees and relocate to the northern states. Harriet Tubman was instrumental in this and students undertake an extended written piece on her significance.
Finally some famous escapes are highlighted and debated by the students as to which were the most daring, interesting, lucky and famous.
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.
Civil Rights in America
The aim of this lesson is to assess how far Jesse Owens inspired the Civil Rights Movement.
Students begin by analysing his early childhood and how his athletic talents was spotted at a young age.
Students will also assess how Jesse coped in the segregated south with the Jim Crow Laws and judge how far this impacted upon his athletics career.
There is a chronological exercise to complete, together with video footage of the Berlin Olympics and some differentiated questioning on his medals, achievements and legacy…
A true or false quiz at the end will attempt to question how Jesse Owens was received back in the USA after the Berlin Olympics and how far his life changed.
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.
World War II
The aim of this lesson is to understand why children were evacuated to the countryside.
However, it also questions the success of evacuation through government propaganda, audio records of evacuees and from written sources of evidence.
Students are led through the evacuation process, which on the surface looks amazingly planned and executed by the British Government.
But, using primary evidence of the time, they realise how the Government failed to prioritise the needs of the children over the need to evacuate large numbers.
Students will also learn how other vulnerable groups in society were also evacuated without due consideration of their needs.
By the end of the lesson the students will evaluate the biggest problems faced by the children and learn some sad facts about the reality of war on the Home Front.
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 includes retrieval practice activities, suggested teaching strategies and differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Rise of the Dictators
This lesson aims to challenge preconceptions and assumptions that Hitler was a monster from birth, determined to commit mass murder and genocide.
Growing up with his parents, his schooling, his move to Vienna and his life as a soldier are scrutinised as students have many opportunities to make judgements which are ultimately challenged at the end.
The lesson starts with finding out what the students know about Germany after World War 1 and which statements Hitler could have said or supported during his life.
The lesson includes a lot of visual evidence (such as Hitler’s propaganda posters) and well as video evidence of his life as a young boy.
There is a differentiated research activity in which there is a chance for students to conduct their own independent investigations before reporting their final conclusions to the class.
This lesson would also be ideal for a non specialist or as preparation for GCSE if you are embedding source skills, teaching the interwar years or World War 2 at Key Stage 4.
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 English Civil War
This lesson aims to question the character and personality of Oliver Cromwell.
Students will decide if he set out to kill the King from the start and make himself a despot or did circumstances dictate that this was his only option?
Moreover, with his puritanical ideas, did he make England and the Commonwealth a better place for it, or was it exclusive only to the minority?
This will ultimately be down to students’ own judgement as they plot his actions on a grid and justify their own conclusions.
Analysis of video evidence also helps to track his ideas and personality and gives the students ideas for writing his obituary and question why his burial place in Westminster Abbey bears the inscription 1658-1661.
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.
AQA GCSE 9-1 Britain: Health and the People, c.1000 to present
This lesson aims to assess how much the medical knowledge doctors and surgeons had.
Surgery was of course limited without effective painkillers and bleeding whilst shock and infection were common.
Students learn the various treatments on offer from wise women, quacks and barber surgeons and in turn rate each treatment and its effectiveness, justifying and concluding why this is.
The lesson also includes a thinking quilt and a GCSE practice question where students critique an answer and suggest ways to improve it, using specific skills when answering a ‘usefulness’ 8 mark question.
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.
**EDEXCEL GCSE 9-1, SUPERPOWER RELATIONS AND THE COLD WAR 1941-1991 **
There is no doubt that students are finding this unit of the course extremely challenging. Therefore I have been inspired to write this summary guide for my students to help pass the GCSE examination.
This resource sets out the whole course in two sides of A4.
This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required.
It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught!
It covers the main events, issues and people and key terminology connected to the topic, with a focus on the exam requirements at the beginning.
I have included both PDF and word documents in case 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 if Mary’s religious changes helped or hindered the return to Catholicism in England.
Students begin by recapping on Mary’s key people and her possible thought processes on a return to Roman Catholicism.
They will also learn her views on religion and discuss to what extent Mary was prepared to go to reassert the Pope’s authority over the Church.
Students are also given a number of scenarios from which they have to assess the consequences to possible actions taken by Mary and her government such as the repatriation of monastic lands.
The final learning task requires some decisions to be made over if Mary used a successful carrot or stick policy and the obstacles facing her for a full return to Rome.
There is some exam question practice to finish, complete 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.
This bundle is the complete series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship.
As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Wall Street Crash and the transformation by Hitler of the Nazis into an electable force.
They will study (AO2) second-order concepts such as change and continuity in the economic problems facing Germany and the causes and consequences of Hitler becoming Chancellor.
The analysis and evaluation of sources (AO3) are used in for example The Night of the Long Knives lessons whilst substantiated judgements are made (AO4) on the limited opposition in Nazi Germany and the conversion into a totalitarian state.
The lessons are as follows:
L1: Kaiser Wilhelm II (free resource)
L2 The Kaiser’s Government and Weltpolitik
L3 The impact of World War 1 on Germany (free resource)
L4 The Weimar Constitution and Political Parties
L5 The Treaty of Versailles
L6 Political Uprisings – the Spartacists and the Kapp Putsch (free resource)
L7 The Ruhr Crisis and Hyperinflation
L8 The Munich Beer Hall Putsch
L9 Super Stresemann
L10 The Golden Age of Stresemann
L11 The Wall Street Crash
L12 The rise of the Nazis and the transformation of the Nazi Party
L13 How did Hitler become Chancellor? (free resource)
L14 How did Hitler consolidate his power?
L15 The Night of the Long Knives
L16 The Nazi Police State
L17 The Nazis and the economy
L18The Hitler Youth
L19 The role of women in Nazi Germany
L20 The Nazis and the Churches
L21 Hitler’s hate list
L22 The Nuremberg Laws and Kristallnacht
L23 The Final Solution
L24 Opposition in Nazi Germany
L25 The German Home Front 1939-45 (free resource)
Please note that setting a full mock examination in class after completing each unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
Each resource gives suggested teaching strategies and are differentiated . They come in PDF and Powerpoint formats and can be amended and changed to suit.
Please note that due to Bundle restrictions of 20 lessons, the free resources (L1, L3, L6, L13, L25) need to be downloaded seperately.
The Tudors
The aim of this lesson is to decide whether Mary deserved her nickname ‘Bloody Mary’.
Students analyse the nursery rhyme and have to work out the hidden meanings, with two possible versions given to them.
Using video evidence, students build up a picture of Mary before they have to then make their judgements, using differentiated sources of information as to whether she was bloody or not.
For further challenge, they also have to debate and decide if it is weak or strong evidence.
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.
