Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the significance of the Hungarian uprising in the context of the Cold War Students will first learn about the leaders of Hungary and its importance as a country to the Soviet Union. There is a source activity to complete to analyse the various viewpoints of the time from ordinary Hungarians to Khrushchev himself. The main task is to take on the role of Khrushchev and make some vital key decisions with regard to the uprising. Students will pick up points to cement their totalitarian leadership qualities or waiver and act indecisively. Students will finally analyse the consequences of the uprising and make judgements and conclusions as to why the west failed to intervene. There is some GCSE question practice to complete at the end with help and prompts given if required. The final task is to complete a road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter. The lesson is enquiry based with a key question of how close was the world to a nuclear war 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 form 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.

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.

Superpower Relations and the Cold War, 1941-91 This lesson aims to re-evaluate the importance of Berlin in 1958 during the Cold War. Students recap on previous events of the Berlin Blockade and Airlift using some retrieval practice. They will also decide which statements fits the criteria of being on the West or East side of Berlin and therefore evaluate why they was a brain drain crisis for the Soviet Union. Students will also learn about the Berlin Ultimatum and with some GCSE question practice evaluate the consequences of this as well as the summits organised by both sides. The final task is to answer some differentiated questions focusing on the learning from 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to evaluate why the Superpowers attempted to improve relations in the 1970s and reduce their stockpiles of nuclear. Students will learn why the opportunity for détente presented itself, through source analysis and a challenge task. This will enable them to decide if the agreements made at the SALT 1 talks were either a positive move to world peace or had very little impact on it. They also have the opportunity to write an extended answer on the significance of these negotiations as well as practising a GCSE question. There are hints and prompts to help if required. 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.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the importance of the Kennan and Novikov Telegrams. The context of the Telegrams is given at the start of the lesson, with students using video footage to explain the consequences if the atomic bomb was used. Students will also learn of the recommendations each of the foreign ministers proposed to their respective superiors and the importance of their advise. There is also a home learning challenge which the students can answer a key question and self assess themselves using a model answer. The plenary make use of an interactive connect four game, complete with differentiated questions. 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 materials and GCSE question practice. It also 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 be able to give a narrative account of the Cuban Missile Crisis. Students may already know some of the details of this lesson from their learning at Key Stage 3. Students are given the context of the pictures taken from the U2 American spy plane and evaluate the significance of this find, studying the photographic sources and maps from the time. They then take on the role of President Kennedy and see if they can match the decisions he made, collecting points on the way. This leads nicely into the GCSE question practice of writing a narrative account of the events, making sure they link the events together coherently and in chronological order. The plenary focuses on analysing the consequences of the crisis for Soviet and American relations. 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 suggested teaching strategies and 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 the importance of Gorbachev’s new thinking and evaluate the consequences of his new policies with the collapse of Soviet control in Eastern Europe Therefore this lesson is divided into two parts and can be delivered over two lessons. The first part of the lesson analyses Gorbachev’s problems when he became the leader of the Soviet Union. Students will analyse sources and decide on the biggest problems he faced before prioritising these in an evaluation task. The second part of the lesson requires the students to undertake a quiz, picking up points on the way with the right decisions made, as Eastern European satellite states began to increase their freedoms and break away from the Soviet Union. Students can write an extended answer from what they have learnt with literacy help given. A GCSE practice question on the importance of Gorbachev’s policies can be completed after a colour coding plenary task to summarise Gorbachev’s premiership. 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.

Rise of Dictators The aim of this lesson is to decide if Idi Amin was either an idiot or just simply evil. Students learn about his early life with an absent father and a poor education, completing a missing word exercise, Thus their initial leanings of sympathy towards him may lead them to question the aims of the lesson. However they will soon have to analyse information of how he came to power and his subsequent rule of Uganda. By rating each episode of his life, this should be able to challenge their original assertions and begin to make valid judgements about him. Further video evidence will enable them to make an overall evaluation on his reign as Ugandan President. Being a heavyweight boxing champion of Uganda gives a nice link to a ‘boxing’ debate on his leadership qualities and personality. The debate also recaps on some key words used as with the plenary which requires them to complete a literacy race. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is analyse how Henry used propaganda to cement his hold on power. Students are given a number of sources to analyse from which they have to identify the type of propaganda used, the messages given, the target audience and how effective it really was for Henry VII. The plenary required students to link numbers to what they have learned in the lesson. There is an exam practice question to complete. Help is given here with a planning sheet, suggested topics to focus on if required and a generic markscheme. 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 as well as a number of tasks for some retrieval practice.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is understand how Henry consolidated his power at the beginning of his reign. Students have to recall his previous problems before deciding how he would overcome these problems. They are then given the solutions to his problems which they categorise into short and long term problems as well as financial and political security and the succession. The plenary challenges student to think outside the box by linking key themes using the octagon to what they have learned in 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 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 assess the threat the nobility posed to Henry VII during his reign. Students begin the lesson by summarising the importance and duties of the nobility and naming some important nobles throughout the country. They then have to assess the threat level posed by the nobles and decide how successful Henry was in reducing their power by plotting this on a grid. Their final task is to take on the role of Henry and decide how he dealt with eight nobles during his reign, whether that be through Acts of Attainder, imprisonment, fines, execution, confiscation of land or other choices given. The plenary asks students to link a number of statistics to the nobles learned throughout 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 judge the threat Ireland posed to Henry and evaluate how much control he exerted over it in his reign. Students are reintroduced to Henry’s foreign policy aims and have to decide which one might be applied to Ireland. This will be revisited at the end of the lesson. They are also given information on Henry’s policies towards Ireland and by using a colour coding activity, assess how much in control he actually was. Students are also introduced to Poyning’s Law and the views of two renowned historians to help them justify their conclusions. The plenary revisits Henry’s aims and students have to justify which aim is his main priority with Ireland and why. There is also some extract exam question practice, complete with scaffolding and a generic markscheme if required. There is an enquiry question posed and revisited 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 American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Wyatt Earp and the continuing problems of law and order in the West. It follows on from the previous lesson on Billy the Kid. Students learn why Wyatt Earp was employed in Tombstone and then have to emoji rate each part of his story to judge how wicked he ‘possibly’ was. They have to give reasons for each of their judgements before they give an overall assessment on his life. There is an excellent link to a documentary on Earp and well as a clip from the film Tombstone to reinforce the learning. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks, with help given if needed. The plenary is a literacy challenge which requires definitions of key words. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included from the beginning to think of the similarities and differences between Billy the Kid and Wyatt Earp. It comes in PowerPoint format which can be amended and changed to suit.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the events leading to the Berlin crisis of 1948 and the actions of the Allies to unite a divided Berlin into Trizonia with its new currency, the Deutschemark. Students begin by analysing maps of Berlin to understand its unique position in East Germany; they also use text to find out key information and decipher key words as well as evaluating how the crisis unfolded using a dual coding and text mapping exercise. The plenary requires the students to use causational equations to explain how and why the crisis happened. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with model answers given if required. 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 materials and GCSE exam practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide how evil Tsar Nicholas was. Students are given facts about Tsar Nicholas and his family which suggest he is a caring and devoted family man as well as a competent ruler. Inferences will be made using video, source and photographic evidence. Students are then given more information which will challenge their original assumptions. Incompetence, an ambitious and influential wife, a massacre as well as the growing influence of a ‘mad monk’ will enable students to give him an ‘evil rating’ out of 10. An extended written piece using argument words and a writing frame if required will allow students to give their final judgements and be able to justify their conclusions as to how evil they think he was, or not as the case may be. In the plenary activity, students have to prove they are not a robot by ticking the correct images which link to 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 to show the progress of learning. The resource includes some retrieval practice on Dictators, suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide if Castro was a callous or courageous leader of Cuba. Students will learn about how important Cuba was to the USA geographically as well as economically, with the rule of Batista and the corruption in his Government. They will have to decipher some text mapping and dual coding to find this out. They will also be introduced to Castro using video evidence, before given key facts about his rule. They will then have to decide where this evidence fits in with their judgements of him being callous or courageous with the extra challenge of judging how strong or weak the evidence is. An extended writing activity with a writing framework and key words to help will enable students to show off their judgements and new found knowledge. The final task is a road mapping exercise with differentiated questioning to see how far they can travel in Cuba. 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.

Rise of Dictators The aim of this lesson is to question if Saddam deserves his reputation as the ‘Butcher of Baghdad’. Students are at first questioned as to what they know about Saddam and are given information on the importance of Iraq and the Middle East with its oil rich economies. Some source scholarship analyses the death of Saddam and the reasons why he was executed. Together with a thinking quilt, students learn about Saddam’s brutal reign of terror together with the Iran-Iraq war and his invasion of Kuwait. Thus so far, the lesson appears straightforward and there is little to argue against his reputation. However students will also learn through video and source evidence of revisionist ideas of Saddam and the consequence of his execution with the instability within Iraq today. Thus they will be challenged on their original assumptions and evaluate how this reputation has been given to Saddam; is it a just a Western perception? Whilst Iraqis may not necessarily doubt his brutal regime, do they insist life was better than now? 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 some retrieval practice on Dictators, suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide if Robert Mugabe was a hero or a villain. Students are introduced to his early life in a text mapping exercise which they have to decipher to understand his credentials for Presidency. They are given information about Mugabe’s career from which they then have to give a number of ratings as to whether he was indeed a hero or villain. Subsequent video footage gives the thoughts of people from Zimbabwe today as well as other commentators to help them in their comprehension of the task in hand. An extended written piece, using a writing frame, will allow students to demonstrate their understanding and give a full evaluation of his rule. A fragment exercise as well as a find and fix plenary recaps on what they have learnt in the lesson and reinforces their judgements of him. 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.