AQA GCSE Britain: Power and the People, c.1170 to the present day The aim of this Revision Guide is to help students with their revision for the GCSE History exam. This 33 page Revision Guide is broken down into four sections: challenging authority and feudalism, challenging royal authority, reform and reformers and equality and rights. The Revision Guide starts by explaining the 4 questions types asked in the exam and gives suggestions and tips on the easiest way to tackle these. The Revision Guide gives over 20 typical exam questions asked on each topic (from significance, to how useful, to similarities and differences to factors) and how to put these questions into practice with model answers. This Guide has been designed to be engaging, detailed and easy to follow and can be adapted and changed to suit with PDF and Word formats attached. This Revision Guide can be used for revision, interleaving, within the classroom as well for homework purposes. Any reviews on this resource would be much appreciated.

The Industrial Revolution The aim of this lesson to assess why and how Britain adopted a police force in the Nineteenth Century. Students will be posed a number of questions throughout the lesson including: Why was there a need for a police force in England and Wales? Why did the Government set up the Metropolitan Police Force which later spread throughout the country? How did the population react to such a force and was there support or opposition to it? How were the police initially equipped o take on their roles and what qualifications did you need to join the police. * Students will analyse these questions through visual images, written prose, a true or false quiz, video evidence, source analysis and a question thinking quilt. They will also evaluate the effectiveness of the police force throughout and by using causational equations at the end of the lesson. 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 British Empire The aim of this lesson is to discover how tough it was to colonise the New World for British settlers and why America fought for its independence from Britain. The lesson begins with the Pilgrim Fathers and students discuss the reasons why they and many families began to settle in the New World. Further analysis requires students to judge how tough it was to set up in America and the impact they made on the local communities they came into contact with. Having made their judgements, students can engage in an extended writing task with key words and a writing frame to use if required. The second part the lesson analyses the reasons why the colonists became so angry with Britain and claiming no taxation without representation. Students are then required to give reasons as to why a war ensued and the significance of George Washington of the Declaration of Independence. A true or false plenary focuses on the legacy of Britain’s Empire in America and its links to today. The lesson comes with suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to assess the personalities and characters of King Louis and Marie Antoinette and how these contributed to the French Revolution. Students are required to build up a picture of the French monarchy using some source scholarship and written accounts from the time. This will enable them to decide and explain the most important reasons why they became so unpopular with the French population. Furthermore, they will be required to chart a popularity rating for each of them and justify their choices, using some extended writing techniques. The plenary uses a summarising pyramid to evaluate and condense what they have learnt in the lesson. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson to be judge how much Britain had to fear from Napoleon. The first learning task for the students is to analyse a map of Europe in 1810, when Napoleon was considered at the height of his power, and work out which European countries were ruled over by France. There is some source scholarship on Napoleon’s army to give some context on why it was so successful. The main task is to decide how much Britain had to fear from Napoleon. Students have to emoji rate each part of Napoleon’s power, from battles, to his rule in France and his attempted invasion of Britain, before his defeat at the Battle of Trafalgar and subsequent imposition of his continental system. Students can give their overall judgements in a written task, with key words and a writing frame to help if required. As Napoleon’s power declined and therefore his fear factor, students are required to finalise his demise deciphering a dual coding task. The plenary requires them to choose the correct answers, which focus on Napoleon’s health problems and ultimate reasons for his failure and final exile to St Helena. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the state of the Republic by 1924 as a consequences of risings from the left and right. As there is a lot of information in the lesson, students are given an overview of the learning in the lesson and what is covered. Students begin by rating how serious six political uprisings were and be able to justify their choices. They also have to summarise the reason why coalition governments made the Republic so weak, using information provided. Case studies also focus on the Spartacist Uprising, the Munich Beer Hall Putsch and political assassinations. This will enable students to tackle a source based question on the political instability of the Weimar Republic between 1919-24. The lesson comes complete with a generic marksheme and question planning sheet. The plenary is a find and fix task, recapping on learning from the lesson. 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.

The aim of this lesson is for the students to assess how ‘great’ King Alfred was. Students are given the context to Alfred’s reign with his attempt to unite the Anglo-Saxon kingdoms to fight back against the Vikings and their area known as Danelaw. There are quite a few key words used in this lesson, so students have to complete a heads and tails task. They are also required to complete a missing word activity as well as analysing his statue at Winchester. The main task will be judge and rate out of ten which of the sixteen statements make Alfred ‘great’ or not. An extended writing activity will allow them to make judgements and justify their decisions. There is also chance to complete a verbal boxing debate using some of the key ideas of his rule from the lesson. The plenary will check understanding with a truth or lie activity. This lesson is also excellent as an introduction to studying the Anglo-Saxons and Normans for GCSE. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The Holocaust The aims of this lesson are to explain how the extermination camps were liberated such as Auschwitz and Bergen-Belsen by horrified allied soldiers whose shock quickly turned to anger. Students are placed in the liberators shoes and have to decide how they would react, from cleaning up, to taking pictures and leaving things untouched to of course more violent extremes. There is some excellent video footage to accompany the lesson, but please again treat with caution and care. The second part of the lesson is a case study of Herta Bothe, a German camp guard who was convicted of war crimes by a British military tribunal. Students are given certain facts about her and have to decide if the sentence was justified or whether as in the previous lesson she was an unfortunate victim of circumstance and just an ordinary woman completing the job required of her. The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson focuses on the threat posed by the Puritans and how Elizabeth dealt with this challenge, despite prominent members in her Government, such as Walsingham, being Puritans. Students begin by understanding the nature of Puritanism and how they disagreed with the religious settlement. They are given information about a number of controversies raised in Elizabeth’s reign and by colour coding decide how much of a (Puritan) threat they posed. A threat’o’meter give an overall picture which they will have to justify where their judgement lies. This lesson also focuses on two GCSE questions with a ‘write an account’ and a ‘How convincing is the Source?’ question given for GCSE exam practice. Students can answer both or choose which one to tackle. The information is included in the lesson to assist in their answers. 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 What was it like to be poor in Elizabethan England and how did the Elizabethans deal with poverty? Moreover how did attitudes change and why was there a rise in the building of Almshouses by the end of the Sixteenth Century? These are the key questions focused upon in this lesson as students learn about the causes and consequences of being poor. Two GCSE practice questions are undertaken by students as they acquire skills in answering an interpretation and write an account question using the information in the lesson. Furthermore they can peer assess their work and note where and how they can improve. They will also by the end of the lesson recognise the significance of the new Elizabethan Poor Law and how the impact of poverty varied across the country which is needed to be able to obtain the more complex reasoning answers demanded in the AQA GCSE markschemes. 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 focuses on the difficult topics of proportional representation, Article 48 and the new Weimar constitution. The lesson centres around how the Weimar Government was formed out of the chaos of the end of World War 1 and how the politicians decided to meet in the quieter town of Weimar. Setting up a new constitution was the first step toward democracy but as the students find out through second order concept skills there were many similarities as well as differences to that of the Kaiser’s government. Included in the lesson are a number of diagrams and information sheets for group work, an AFL sheet and links to the main GCSE question asked on the first slide. The students are introduced to the GCSE question on political and economic problems that the Weimar Government faced but this question spans a number of lessons before they can attempt it. 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 GSCE 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 Munich, 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 Hitler’s planned coup 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.

The Cold War The aim of this lesson is to explore the winds of change within the USSR during the Cold War as Perestroika and Glasnost are introduced with the appointment of Mikhail Gorbachev as General Secretary of the Communist Party of the Soviet Union. But despite all the achievements he made, was it all in vain and just how successful was he with the Soviet Union in his short six years in office? Students are required to emoji rate the problems facing Gorbachev in 1985 and then justify the most serious one using a pressure gauge. Furthermore they have to evaluate how successful his policies were and how they were received in the west as compared to back home, with the fall of the Berlin Wall and Eastern Europe revolutions. A thinking quilt at the end challenges their thinking as they have to group all they have learnt into categories and then explain the significance of each fact. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in PowerPoint formats if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

AQA GCE 2O 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 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 and the policy of autarky, despite the conflicting messages from Nazi 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to introduce the A Level course and Henry VII to students. Students are given an overview of the course content, as well as the requirements for the exam questions. The lesson recaps on previous knowledge of the Tudors before introducing Henry VII and questioning which will be his main priorities on becoming King in 1485. Students are also introduced to the Tudor timeline and begin to conceptualise how the Tudors and Henry VII came to power and how legitimate and secure his hold on the crown was. There is also an introduction to Tudor society to set the scene for the course and students learn how society, agriculture, industry, the Church were organised. 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 Transatlantic Slave Trade KS3 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, the escape routes they might take 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 and impact. 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.

The Transatlantic Slave Trade KS3 This lesson introduces the concept and ideas of slavery and explores how slavery has been active and present throughout the centuries. Students have to categorise the reasons why the transatlantic slave trade was justified by many of our contemporaries and evaluate the most important reasons through differentiated tasks. They also analyse a number of sources on slavery ranging from the Ancient Egyptians through to the present day and reveal their findings in a summarisation pyramid. The lesson is linked to the latest historical interpretations, video clips and debate. 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 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 Catholic restoration. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question and analyse what sort of a monarch Elizabeth promised to be. Students also have to decide the initial problems and challenges she needed to overcome and how she set about rectifying these to some degree. The obvious starting point with this, is to compare Elizabeth to her sister Mary. Students then examine the people most influential in her early years and discuss why. They have the chance to rate and debate their influence. A quiz will check their understanding of the aims of the lesson and a flashcard plenary requires them to categorise her early monarchy. There is some challenging homework included which enables students to support and challenge the validity of an interpretation on Elizabeth’s character. 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, fully resourced and includes suggested teaching strategies.