AQA GCSE Britain: Health and the People c1000 to present This 29 page Revision Guide sets out the four main types of questions to be asked from the start and gives ideas and easy ways of how to answer them. The course starts with the Greek ideas of the four humours and Galen’s contribution before tackling medieval medicine through to the present day. Each topic is set out in a clear and easy format for students to learn, remember and help them in their revision programme. The Revision Guide gives 18 typical exam questions asked on each topic (from significance, to how useful, similarities and the factors) and how to put this into practice with model answers. Furthermore it shows how the highest marks can be achieved, which can be different from other Revision Guides which focus more on content than skills for this course. This Revision Guide can be used for revision, interleaving, within the classroom as well for homework purposes. This Guide has been designed to be engaging, detailed and easy to follow and can be adapted and changed to suit using PDF and Word formats. Any reviews would be gratefully received.

I have produced these Bitesize Cards to help my GCSE History students revise. They summarise the content for the Germany 1890-1945, Democracy and Dictatorship course, which can be overwhelming for some students. They contain the main events, people and key words needed for the exam. Students can use these 14 cards in lessons or for homelearning to help them with recall, retrieval and retention. I also use them as starters in the lessons or for interleaving to help with the course content. I have broken down the revision cards down into the following themes: Kaiser Wilhelm The Treaty of Versailles Problems in Germany Super Stresemann The Rise of Hitler Hitler’s consolidation of Power The Nazi Police State The Nazi economy Propaganda Youth groups and women Churches Opposition Persecution to Genocide The German Homefront They have proved a great success as a revision tool. I have also posted them on our google classroom (digital platform) so students can access them, when GCSE practice questions are set or they are required to revise for an assessment test. They simply need cutting, hole punching and tying with treasury tags, or simply stapling together. I have included both PDF and PowerPoint versions if you wish to amend or adapt.

This lesson examines the different punishments that the slaves endured on the plantations. Different sources are analysed showing the positive and negative aspects of plantation life as students have to extract fact from fiction. Students then look at the different forms of resistance from passive to active resistance and decide the best and most effective form of resistance and justify their reasons. There is also a chance of being more interactive as students are selected to take on some forms resistance which the class have to find out and decide. 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 Industrial Revolution The aim of this lesson is to question how far the Factory and Mine Acts went to reform working conditions. Students have to decide how much credit the Government of the day should receive for reforming the conditions of workers in the factories and mines. Furthermore they will evaluate how effective the laws were that were passed and were they adhered to. Finally they will judge how much credit should be given to a number of dedicated and philanthropic individuals who were ahead of their time This lesson explores these questions by examining the evidence of children and discovers how factory owners like Titus Salt in Bradford were determined to help their workers themselves to create a harmonious and thriving community. Students have to think which Acts applied to whom using numbers as well as evaluating how much lives improved as a result of the Factory and Mines Acts. 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 understand how the Allies won the Battle of the Atlantic, a phrase coined by Winston Churchill during the Second World War. Churchill himself felt this was one of the most serious threats facing the Allies and therefore during the lesson, students have to evaluate and explain how serious the threat was, before analysing the different ways the Allies subsequently reduced the threat of the U boats. Students learn why the Atlantic was so vital to Britain and how the U boat wolf packs impacted on supplies and rationing in Britain. There is various video footage to use from the BBC, as well as the boasts of Uncle Albert from Only Fools and Horses. A find and fix activity for the plenary checks student understanding of the lesson and allow them to discuss what they have learnt. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the character of Henry VII and to question how legitimate his claim to the throne really was. The timeline of the houses and York and Lancaster are again analysed, as students are given more information of John of Gaunt’s line and the marriage to his third wife, Katherine Swynford. Using extracts from two renowned historians, students study Henry’s character traits to build up more of a picture of what he was like as a person. They are also introduced for the first time to some GCE exam question practice. This is their first attempt at a validity question. Some guidance is given on how to approach this and a generic markscheme is supplied to allow feedback once completed. The plenary uses picture prompts to recap on the learning from 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to decide Henry’s priorities on becoming King of England Students have to think which were Henry’s most pressing problems, before being given some help and guidance. They then have to prioritise which four things would be paramount to him and explain why. Using the information acquired, they can then begin to piece together which problems he faced and why, and plot this on a grid. The plenary requires them to write down the questions to the answers provided during the lesson. They are also introduced to a written answer to an exam question, which they analyse and evaluate before deciding which mark it could be awarded. There is some feedback from the exam board given here and a mark awarded. They can also plan an answer to this question themselves, before looking at the exam commentary, with a writing frame provided. 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 if Mary I was fit to rule as a queen and as a woman. Students are given the context to Mary’s succession as Queen Regnant and are challenged in some differentiated questions to predict what will happen in her short reign. Using evidence from her background, some guided reading and source extracts, students have to evaluate how and why the historiography of Mary has changed over time. They are also introduced to her key people and advisors and decide who would have said what in talking heads plenary. 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 Industrial Revolution This lesson aims to describe and explain the conditions of Victorian prisons through the eyes of a young person awaiting trial. Students learn how a poor diet, pointless tasks and a payment system for every amenity meant a miserable existence for inmates. So why did things begin to improve? How did key prison reformers change attitudes and make the government of the day reform the prisons? These questions and more will explored through prose, quizzes, video links and knockout tournament competitions to see and judge how far the prison reforms went and how effective they were. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question how effective the burning of heretics was in Mary’s reign to restore Catholicism. The lesson begins with some exam extract practice and then focuses on Cardinal Pole’s positive approach at first to gathering ‘the lost sheep’ back into the Catholic fold. Students learn the process of how a person was condemned to death in Marian England by burning at the stake and why the first executions encouraged large crowds to gather. Using some more ‘burning’ evidence, students have to evaluate how effective they were in Marian England, and be able to give both sides of the argument, including revisionist views from Dr Anna Whitelock. Students will finally have to analyse and decide where Protestantism and Catholicism was embedded around the country if at all and the significance of Foxe’s Book of Martyrs. 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 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. 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 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 to what extend Elizabeth presided over a Golden Age. Students are introduced to the concept of an Elizabethan Golden Age. They focus on achievements in the arts, popular culture, improved communication and education, patronage and increasing wealth to decide to what extent a Golden Age existed, or whether it was a myth created by a very astute monarch who used propaganda extremely cleverly to put across a cult of Gloriana. A detailed markscheme accompanies some exam practice towards the end of the lesson. There are video links and images to accompany the lesson, culminating in some exam proactice at the end. 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 GCE 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 for example 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 despite the contrary messages from 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.

The Tudors: England 1485-1603 The aim of this lesson is to question what sort of a monarch Elizabeth promised to be. Students also have to decide the initial problems 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 to onto the people most influential in her early years and why. They have the chance to rate and debate each of them. 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.

The aim of this lesson is to question if it was really necessary for the Allies to bomb Dresden in World War II. Sir Arthur ‘Bomber’ Harris stands today as a controversial figure and therefore the lesson revolves around his reputation; did he bring an the end of the war with the bombing raids and save thousands of lives or the reverse? The lesson builds up a picture of why the bombing raids on Germany during the Second World War were stepped up, how the Government used propaganda posters to justify these raids and why Dresden was a ‘legitimate’ target. Differentiated tasks analyse the consequences of the bombing on Dresden and a mini plenary checks understanding. The ultimate task is for the students to decide if he was a war hero or a criminal, with prompts and help if required. The plenary challenges the students to link the key words to controversial themes developed throughout the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to understand the importance of the Poppy on Armistice Day at the end of the First World War. The lesson is split into two parts. The first part of the lesson analyses the causes of the World War I ending in 1918. Using a causal spiders web (an idea taken from Emily Thomas), students link the ideas together by drawing lines and then justify their reasons to create a spider’s web. The second part of the lesson analyses the significance of the use of the Poppy with students giving their own reasons for this on the poppy leaves (a template is included). They then have to prioritise the most important reasons why the Government introduced Poppy Day with a diamond nine activity. Students also have the chance to evaluate John McCrae’s in Flanders poem with some ‘clever question stems’. This lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

This lesson aims to evaluate if the evacuation of Dunkirk was a success or failure in the Second World War. 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.

American Civil RIghts This lesson aims to explain how black people in America voiced their protests against their lack of Civil Rights in the 1950s and early 1960’s. Students are introduced to the various forms of protest they used which they have to research and ultimately decide how effective each form of protest was, from music to sits ins, to marches and changing the law for example. There are quite a few links to video footage at the time to reinforce the learning. Students use the key words at the end of the lesson to summarise their new found knowledge. 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to assess then impact of consequences of the Bay of Pigs invasion during the Cold War. Students begin by analysing Castro’s personality in a literacy task, with key word indicators to help. They then have to decide, or not as the case may be, as to whether it was crystal clear if Castro was leaning towards the USA or the Soviet Union. The main task is to find out what happened at the Bay of Pigs, using video evidence and then evaluate the consequences of the invasion in the development of Cold War relations. There is some GCSE exam practice to finish on the importance of the invasion with help and a scaffold included, as well as a model answer for reference. .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.

Edexcel Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the significance of the formation of NATO and the Warsaw Pact Students are given the context of why each organisation was formed and then have to analyse each flag and explain the important of each symbol using prompts to guide them. Furthermore students will need to discover how far Stalin is telling the truth about the Warsaw Pact in a true or false quiz. There is a GCSE practice question on importance to complete with help if required and a model answer given. Finally, students complete a checkpoint retrieval activity and challenge tasks to finish and reinforce the learning of the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout 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.