Conflict and Tension 1918-1939 This lesson aims to question the purpose of the League of Nations and why it was set up in the first place. Students have a series of questions to think about and make inferred judgements on, before the answers are revealed. As they analyse a number of sources, video footage and statements, they build up a picture of the purpose as well as the strengths and weaknesses of the League of Nations. This gives them a great foundation to build upon, as they scrutinise the League’s structure and responses to world crises in subsequent lessons. Ultimately as they analyse the aims of the League of Nations, they will be able to evaluate if those aims were ever met throughout the course. The plenary requires them to sum up what they have learnt with a focus upon the strengths of the League of Nations. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aim of this lesson is to prepare students for the GCSE question, ‘How successful was the League of Nations in the 1920’s?’ Students have to research the various actions of the League took and analyse how successful it was in avoiding war and/or settling international disputes. I have included differentiated materials and examples of scaffolding to help students of all abilities answer this question. There is an option to give feedback individually or as a class, before undertaking the question under timed conditions.There is also a teacher markscheme supplied. The plenary asks students to prepare three questions for a League of Nations official celebrity visit. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This lesson is split into two; the first part concentrates on the Mukden incident and the causes of Japan’s invasion into Manchuria in 1931. Students analyse a map of the area before completing a jigsaw puzzle and explaining in their own words (or pictures) the causes of the invasion. The second part of the lesson focuses on the consequences on the invasion and how powerless the League was to act, despite the moral condemnation from Lord Lytton’s report. There are some excellent links to video footage of the invasion in the lesson and how the League reacted to reinforce the learning. Students also have to decipher some visual images and text to build up a clear picture of the whole incident before they are ready to tackle a ‘write an account’ question. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 How was the League affected by the Wall Street Crash and the Great Depression which followed? This lesson aims to explore how the League’s weaknesses came to the fore as countries such as Germany and Italy looked to dictators like Hitler and Mussolini to solve their problems. Students use a cause and consequences exercise and then analyse Stresemann’s policies to build up a picture of why the League lost favour in the 1930’s. There is also a chance to complete a GCSE source question which focuses on provenance. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This lesson analyses the weaknesses of the League of Nations. Students recap on some of its successes at the start and link images and films to its performance in the 1920s. They then have to analyse and evaluate a list of sixteen statements and prioritise the reasons why it ultimately failed. They are also given some GCSE exam practice questions with advice on how to answer them correctly, complete with model answers and how to plan using key skills in the exam. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aim of this lesson is to analyse the thoughts of France, Britain, the USA and Russia and their reaction to Hitler’s foreign policy. Students are also introduced to Britain’s policy of appeasement and have to rate how effective negotiating with Hitler might be. Students have a choice of task from answering a GCSE question, to a balloon debate or to making flashcards to reinforce their learning. The plenary asks them to evaluate a number of silhouettes in a crowd and which character would best represent the Allied leaders. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 What did Hitler want for Germany when he came to power and what were Hitler’s aims? This lesson is a key component to understanding and analysing the causes of World War II. Students are introduced to Hitler’s foreign policy and decide which were his six main aims for Germany. They also have to link these aims back to the Treaty of Versailles and decide what Hitler’s intentions were from the start. There is a chance to complete a literacy challenge at the end as well as answering a GCSE source question with some guidance 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, some retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aim of this lesson is to anaylse how Hitler united with Austria in 1938. Students will learn how Hitler fulfilled one of his aims of uniting Germans, the Volksdeutsche, by invading Austria. This time, Hitler has learned from his mistakes from the Dollfuss affair, but is now in a position of strength. Students have to decide how ruthless he is in his demands from the Austrian Prime Minister, Schuschnigg. Students complete a true or false quiz, before analysing video footage and undertaking a card sort activity to determine the causes of consequences of the invasion. This will enable the students to tackle the ‘write an account’ question. There is a retrieval grid to complete for 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 Students in this lesson piece together the events surrounding Hitler’s invasion of the Sudetenland and ultimately Czechoslovakia. They are required to question the wisdom of the policy of appeasement, but also analyse the reasons why Chamberlain pursued this policy and the strengths and weaknesses of this. The lesson is accompanied by a quiz in which points are accumulated for the correct answers, video footage and source material which enable students to answer a ‘how useful’ GCSE source question. They also have to put events in chronological order culminating in the Munich Agreement. They then have to rate these events in order of seriousness and judge which event(s) ultimately contributed to the causes of World War II. The plenary tests the students’ new knowledge from the lesson by analysing some odd one out statements. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aim of this lesson is to make sure students are able to remember the finer points of the Treaty of Versailles By the end of the lesson they should be able to give an accurate, detailed knowledge and understanding of which parts of the Treaty the Germans hated the most and why Using a podcast, video evidence and different revision techniques in the classroom such as using a chatterbox, students using this lesson will have the tools required to answer a GCSE practice question making substantiated judgements. Furthermore they are given a student friendly markscheme which they can use to peer assess their work. This lesson has a variety of learning strategies to enable a fun, engaging and challenging lesson. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This lesson focuses on the various attitudes and reactions of the Allies after the Treaty of Versailles was agreed and signed. The students begin by analysing and evaluating a number of sources from a German point of view and decide how and why the Germans would react in this way. They then have to plot the thoughts of the allies on a grid, again making their own conclusions and judgements on their viewpoints. The plenary is a ten question quiz which will test their new learning. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise. The lesson is quite topical and uses current political events to discuss conciliation and compromise. The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise. As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea . Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This is an introductory lesson to the course. The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask. There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed. Students analyse the aims of the Peacemakers based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes. Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals. Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given. 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.

Conflict and Tension 1918-1939 This is the final lesson in exploring the causes of World War II. As Hitler invades Poland, students reflect upon the main reasons why Europe descended into war. Students are required to colour code the main causes of World War II by linking them to five main categories. They also have a chance to demonstrate their understanding by providing evidence and qualifying their judgements. The final part of the lesson is geared towards preparing them for a GCSE assessment by analysing and tackling typical GCSE questions 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

This resource (in booklet form) sets out the OCR Medicine unit, The people’s health, c.1250 to the present day 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 also be used for interleaving and homework. This resource is editable and can be changed to suit. If you like this resource, please check out my Summary Revision Guide for Conflict and Cooperation at : https://www.tes.com/teaching-resource/ocr-gcse-9-1-conflict-and-cooperation-1918-1939-summary-revision-guide-11769163

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question how far Mary was fit to run her government. The first task students have to complete is to predict what Mary with do to overcome some of her immediate problems. They will also determine whether having numerous councillors during her reign automatically meant an inefficient and faction-ridden government. Students will learn how Mary both cooperated and well as clashed with her Parliament and then evaluate how efficient her government actually was. There is an enquiry question posed at the start 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.

Conflict and Tension 1918-1939 This lesson aims to focus on how the League was organised and run on a day to day basis. Despite some strengths, students analyse its inherent weaknesses from the start. Using source material, video footage and worksheets, students work out how and why each part of its structure (such as the Assembly or the Council) was a strength as well a weaknesses. They can then put their new found knowledge to the test using specific skills to analyse and evaluate source exam practice questions. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Tudors This lesson poses the question ‘How much of a threat did Mary, Queen of Scots pose to Elizabeth I?’ Students are taken through Mary’s life from becoming Queen of Scotland to the controversy of her husbands and her eventual house arrest in England. Through sources, visual and video evidence, students have conclude how much of a threat Mary posed to Elizabeth, after pleading their case through the eyes of Mary herself. There is some help to write an extended answer using key words which help mention cause and effect, to sequence events and to emphasise judgements. There is also analysis of the Babington Plot and a deciphering exercise to work out on how Mary was implicated. 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 determine how much of an impact the Renaissance had on Medicine. Students study and analyse Vesalius, Pare and Harvey with their individual specialisms and contributions at the time of the Renaissance. They then have to decide who has made the most important contribution to medicine and justify their decisions thinking about short, medium and long term significance. Opposition to all three is evaluated as students decide who was being criticised and why. There is a brilliant video link to bbc teach as well as learning activities to check understanding. 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 Tudors The aim of this lesson is to analyse the character and motives of Henry VII when he became King. The lesson focuses on some crucial and important decision making for Henry VII upon his accession to the throne. He has six decisions to make and students plot these on a grid giving their own judgements before finding out and evaluating how ruthless Henry was in charge. The lesson hinges upon whether he was a Gangster or not (judged on the criteria at the beginning of the lesson) in an extended and differentiated written answer with a checklist for guidance. 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.