World War I The aim of this lesson is to assess the reasons why air power became an increasingly important part of warfare in the First World War. As each side became more aware of the potential of reconnaissance, observation and bombing raids, they quickly built and developed their planes. However the sudden need to shoot down these aircraft quickly gave rise to dog fights and flying aces. Therefore the enquiry question of how frightening was the First World War’ is quite apt here. Students have decide how the planes were used using photographic evidence and then categorise information under the following headings: reconnaissance, fighting, bombing cities or attacking trenches. Much of the excellent video footage uses links to the documentaries posted by Dan Snow on the BBC. The first half of the lesson concludes by questioning the early effectiveness of air power. The second part of the lesson analyses the fighting prowess of a flying ace from Kent, Jimmy McCudden. Having scrutinised his life and achievements, students have to judge how frightening his daring exploits were before deciding if he deserves more recognition for his gallantry other than an inscription on a gravestone and on a war memorial. They can also create their create their own war memorial or obituary of his life. 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 The aim of this lesson is to question whether Hitler’s invasion of the Soviet Union was doomed from the start. The invasion is a fascinating piece of history to study. Why, when one of the greatest ever military commanders Napoleon failed, did Hitler think he could succeed? Students are posed this question and using a causal spider diagram link the reasons why invading the Soviet Union could create many problems and challenges to the Nazis. The confidence of Hitler and his Generals can be seen when analysing sources about the Nazi-Soviet Pact which clearly show Hitler believed he held the upper hand. However no study of the invasion would be complete without looking at the Battle of Stalingrad and using video footage to show the plight of all those involved. There is a choice of two differentiated tasks; in both students decide the most important reasons for the failure and final defeat of the Wehrmacht as they categorise the reasons for this. A literacy plenary asks the students to define some of the key words used in 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.

This lesson focuses on the factors which allowed William to win the Battle of Hastings. The aim of this lesson is for the students to recognise how the factors link together (embedding GCSE skills) and how William could just have easily lost the battle. The students have to first decide who might have said or did what in the battle before completing a card sort activity with various statements which they order into the different categories. The learning tasks culminate in writing a narrative account of the events which is differentiated and key skills and prompts advise on how best to answer this. The plenary checks understanding with a true and false quiz. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The Norman Conquest This lesson is an introduction to the Bayeux Tapestry and follows the enquiry question of the previous lessons which seek to understand how much control William the Conqueror had over the population. The lesson explains some key facts about the tapestry and its propaganda purposes for the Normans. There is a crossword to fill in as well as some analysis of the tapestry itself. A brilliant animated video of the tapestry brings it to life and students are questioned to how the Normans and Saxons are portrayed. Students are also challenged in a Bayeux Tapestry thinking quilt, which requires them to link key words and definitions together and explain their overall significance. The lesson is interactive and gets students moving around the classroom. It is also ideal for non-specialists. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies and notes on the slides for further information. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson explores the role of the Chief in Plains Indian society, with his different qualities, role and duties to perform. Students learn as each tribe could have many chiefs, this led to confusion and distrust amongst the US Government Officials who struggled to come to terms with their customs and traditions. Famous Chiefs such as Sitting Bull are analysed as well as the role of a council. Students will also evaluate the role of warrior brotherhoods and women in Plains Indian society. Students are also questioned on how the Plains Indians way of life might change if the US Government struggled to develop relationship with them due to the tribes having many Chiefs. The resource is differentiated and gives suggested teaching strategies. Some key word retrieval practice is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The Norman Conquest The aims of this lesson are to understand what the crusades were about, the significance of Jerusalem and the Holy Land and why medieval Europe answered the call of the Pope to fight there. There is some context given to the Holy Land at the start of the lesson, with some analysis of the Holy sites in Jerusalem and their significance as well as a map showing the journey of the crusaders. Students are given a character card at the start of the lesson and discover the reasons why they abd others embarked on a ‘religious’ crusade. They will plot what happens to their character throughout the lesson and learn the final consequences of their chosen actions. There are a number of differentiated learning tasks to complete, including analysis of sources and text as well as video footage, questions and plenaries to complete. This is an engaging, challenging and interactive lesson which requires students to think independently and justify their choices as well as considering the morality, the significance and impact of all five crusades of Medieval Europe. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The Norman Conquest The aim of this lesson is to challenge the overarching question as to whether the punishments fitted the crimes in the Middle Ages. There is a key focus on literacy throughout the lesson, as students are introduced to a number of key words which they have to fit into a missing word activity and well as using some differentiated story source scholarship to define certain key words using inference and analytical skills. This resource uses visuals to explain the punishments used in the Middle Ages as well as the causes of crime. There is also some excellent BBC video footage to accompany the lesson. Students will be required to complete an extended piece of writing, using the key words they have learnt from the lesson as well as having to justify and explain the key concepts of crime and punishment in an odd one out activity. This lesson is designed to be interactive, fun, challenging and engaging. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The French Revolution The aim of this lesson is to judge how terrible the Reign of Terror was in France. The lesson begins with an chronological recap task of the events of 1789. Students are introduced to Maximilien Robespierre and using the information provided have to explain the context and introduction of the Reign of Terror. The main task is to rate how terrible some of the events were in the years 1793-5, by colour coding a ‘terror o meter’. For each event and explain why they have made these decisions. Using these judgements, they will then complete a thinking quilt on whether they think the Terror was justified or not. The ‘Are you a robot?’ plenary gets them to make links with the images all connected to the learning of 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of Henry’s foreign policy after Wolsey from 1529-1547. Students recap events leading up to the Battle of Pavia ands Charles V’s dominance in Europe. They are introduced to Henry’s policy of defence during the divorce and his quest for further military glory afterwards. They then analyse his policy towards France, Spain, Ireland, Scotland and the Holy Roman Empire and evaluate how successful Henry was in his pursuit of glory. They must be able to justify this with examples and details. There is some exam practice to complete together with a writing frame, prompts and a markscheme to use if required. There is an enquiry question during the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the impact of humanism and the arts on Henry VIII. At first glance and with a title in some literature of Henry as ‘the Renaissance Prince’, it would be easy to assume he fully embraced humanism and all the new ideas from Italy, However, an in depth analysis from this lesson will bring this view into question. Students begin with a reminder and recap of the Renaissance and the humanist influencers of Erasmus, Colet and More. There are some excellent podcast and video links to further enhance student understanding of their ideas and beliefs. Students are then required to justify the view that Henry fully embraced humanist ideas with a focus on education, paintings, tapestries and music. This can be then tackled in some exam question practice, with help given and a markscheme supplied. The plenary requires the completion of some multiple choice questions to check 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 assess and judge the strength of the economy under Henry VIII. Students begin by recapping Henry VII and the measures he undertook to deal with a changing economy. This is then compared to Henry VIII as the students have to test the judgement made by John Guy who said England was ‘economically healthier, more expansive and more optimistic at any time since the Roman occupation’. Students are also required to give an efficient rating on Henry VIII’s policy on the economy and explain if he could have been more efficient (as with a household energy rating). The plenary asks students to expand their explanations, which is a brilliant idea taken from @MrFitzHistory There is some exam practice to complete with a supplied writing frame and markscheme to use 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.

The English Civil War The aim of this lesson is to question if James I was the most ‘suitable’ candidate to succeed Elizabeth I as monarch of England, Scotland and Wales. The lesson begins with the death of Elizabeth and the suggestion of the enormity of the task that lays ahead for the new monarch. James I puts down his own marker quite forcibly from the start in a letter to her chief advisor, Robert Cecil. Students have to sift through the evidence provided to make up their own minds. They are then required to report back to Cecil with their findings with scaffolding and key words provided if required. The plenary uses the blob playground for students to make links to James and his ‘characteristics’. 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.

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

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign. This lesson aims to explain how the Spanish planning of the Armada was flawed from the start. An analysis of the Commanders involved shows a plethora of mistakes made and how Philip decided to combine the plans of Santa Cruz and the Duke of Palma to placate the two and massage his ego as a superior naval commander. The deteriorating relationship between Philip and Elizabeth is analysed and compared to a pressure cooker – students have to decide which events manipulated Philip’s anger between simmering, boiling and exploding. A thinking quilt aims to challenge assumptions and evaluate the major weaknesses of these Spanish plans and their impact on overall victory. The final challenge is to sort out the bodged names and key words used in the 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, 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 WJEC GCSE Germany in Transition 1919-39 course 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 that has been taught! The resource can also be used for interleaving and homework tasks. I have included both PDF and Word formats if there is a need to change or adapt.

The Tudors The aim of this lesson is for the students to help Elizabeth with some tough choices on marriage. Who should she choose to marry if at all? Why was there so much pressure upon her to marry in the first place? Students prioritise the reasons for marriage on a grid before they analyse the potential suitors in Europe, complete with their availability and faults (on paper of course). They then have to decide who is the best of a bad lot and justify their decisions. Some excellent video evidence is included. The plenary focuses on a dinner date; students decide who Elizabeth would like to sit near to the most and who would be placed at the far end of the table. 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 American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to examine the role of the two leaders of the Mormons; Joseph Smith and Brigham Young and the story of the Mormon migration West to Salt Lake City. Students learn the teachings of the Mormons and how isolationist the movement became in the face of so much hostility and persecution. Students have a choice of tasks using key questions or a story board to plot the life of Young and then annotate some text to analyse the leadership qualities of Brigham Young. They also complete a prioritisation activity as well as a planning thinking quilt of Brigham Young to ascertain his successful migration west. There is some GCSE exam question practice on the ‘importance’ question, with help if required and a noughts and crosses quiz at the end to reinforce the learning of the lesson. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included. The resource comes in PowerPoint format is there is a wish to adapt or change.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the consequences of the Battle of Little Big Horn as public perceptions of the Plains Indians changed from weak savages to a real threat. Students are introduced to General Custer before analysing some text on the causes of the Battle and his subsequent defeat. For further challenge, they are then given some fragments of sentences which they have to fill out and complete. They are also required use key words to evaluate the consequences of the battle and recognise a new direction of policy for the US Government when dealing with the Plains Indians. The plenary is to create a brewing pot of ingredients which led to Custer’s last stand and defeat. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included to recall the significance of treaties. It comes in Powerpoint format which can be amended and changed to suit.

World War II The aim of this lesson is to question whether countries should accept refugees in times of war. The start of the lesson examines who refugees are and why they may have to leave their country of origin in times of war. A modern day example of Syrian Refugees coming to Britain is used. Students are then questioned about how the Governments of the World, including Britain, reacted to refugees with their worries and quotas put in place. A case study of the Kindertransport is used with the story of one such Jewish refugee. Students will decide how this refugee might have felt with examples using the text. There is also a statistical challenge and a true and false plenary quiz aimed at correcting some misconceptions. Finally some excellent video footage is used to accompany 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