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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the effects of hyperinflation upon German society. There is much debate on whether Germany had the ability to pay its reparations; students have to decide how exaggerated German woes actually were. Moreover Germany had been suffering from inflation since 1918; students again have to decide why the government pursued an inflationary policy and how this was enforced politically upon them. Students are also required to assess the winners and losers of hyperinflation and who was affected in the short, medium and long terms. Finally there is a literacy bodged plenary to complete together with some source exam question practice, with a planning sheet and generic markscheme if required. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of the ‘neue Sachlichkeit’ in Weimar Germany and question to what extent it was welcomed by all groups in German society. The lesson begins with an introduction to how tolerance and a reduction of censorship brought with it a new cultural and political freedom with experimentation in the arts. Students then have to prepare a essay practice question using images and information on how Germany was changing and challenging old norms. A summary diagram and some links to today are made to show how far reaching some of the changes and new ideas were. There is also some source practice as well to complete for homework if required, complete with a planning sheet and generic markscheme. The plenary uses the octagon technique to check learning and understanding 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 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.

The aim of this lesson is to gauge the weaknesses of Papen’s Government in the prelude to Hitler becoming Chancellor. Students begin by referring back to Bruning’s Government and the reasons for its collapse. They then have to decide the options open to Papen in forming a new Government and are given various scenarios to consider. A case study is also given for Papen’s actions in Prussia and his abuse of his constitutional power. This will help the students complete some exam question practice at the end of the lesson. Some help with structure and a model answer have been included if required. They will also be required to analyse the election results in 1932 and their wider implications for the country. Some clear questioning is used to steer the students to look for trends, implications and significance. The plenary task consolidates the learning of the lesson with putting questions to the answers given. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the use of Nazi terror in enabling Hitler to consolidate his power in 1933. Students begin with some source scholarship using a primary source to describe the evening of 30th January. The lesson is then split over six parts: i) Nazi violence against political opponents ii) the Reichstag Fire ii) the use of legal powers iv) the March election of 1933 v) the Enabling Act vi) the Pact of 1933. This lesson will therefore be delivered over two with regard to the large amount of content to cover. Students are questioned throughout the activities, including a case study on the Reichstag Fire as to whether it was a deliberate act. Students will be given a number of sources to evaluate to come to their own conclusions. The lesson also includes a plenary on deciphering some of the key words used in the lesson as well as some source exam practice, with help given if required. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the problems for Ebert in the very early stages if the Weimar Republic. Students begin at first by assessing the value of a speech given by Philip Scheidemann. This is an introduction to the source based question and using a COP technique, with help given if required. They are then introduced to Friedrich Ebert and have to prioritise the biggest problems he faced as leader. Students are also introduced to the Ebert-Groener Pact. They are then given numerous scenarios of which they have to decide why he needed the help of the army and justify their choices. Finally students have to decide which events posed a threat from the left or right wing. This culminates in the Spartacist rising from which they answer questions and predict the consequences for the Republic. The plenary is a true or false task on the elections to the constituent Assembly. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the strength of the Weimar economy under Stresemann. Students recap in the Ruhr crisis before they had to complete sentences to predict how the economy will fare under Stresemann. They are given a exam question to plan and prepare using the information provided – they will need to focus on the economy’s short and long term strengths and weaknesses. The thinking hats plenary uses differentiated questions for the students to decide the extent of the recovery. A final source exam question can be used for a homework with a planning sheet and generic markscheme provided. 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 Industrial Revolution This lesson aims to analyse the changing population demographic and the reasons why these changes were happening at the time. The lesson begins with a high tempo start revealing what’s behind the boxes and follows onto a true or false quiz using a clue mat. Each student is also given a character card and analyses how their person impacts upon the population changes happening. They have to explain these changes using various learning tasks, including an extended writing piece with help given if required Finally students have evaluate the various reactions people would have felt at the time and justify their decisions. 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.

World War I The aim of this lesson is to understand the importance of the Poppy on Armistice Day. The lesson is split into two parts. The first part of the lesson analyses the causes of the war 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.

The aim of this lesson is to analyse and evaluate the strengths and weaknesses of the Norman and Anglo-Saxon armies in 1066. There are differentiated questions and worksheets for the students to answer before they make their conclusions as to whose army was the best using some argument words to base their decisions upon. The worksheets include information and visual images to aid the students and are easy to print off for individual or group work. A guess who plenary tests their recall knowledge from the lesson. 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 This lesson aims to explain how English planning for the Armada was forward thinking, complete with technological innovation, daring courage and just a little bit of luck mixed in. Students have a choice of differentiated materials at their disposal to analyse historical significance of these English innovations and the Commanders involved. Students also have a chance to use causational equations to promote linking ideas together to provide sustained lines of reasoning required for the higher level 4 answers in the marksheme There are some exemplar answers given at the end to emphasise common mistakes and how students can achieve the highest grades, which are typical of those analysed in AQA GCSE courses such as ‘getting to grips with Elizabethan England.’ 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to decide to what extent the Nazis achieved their aims towards women in Nazi Germany. Students are forewarned about how views today cannot be applied back then and therefore Nazi policies towards women, as misogynistic as they were, would not necessarily have been rejected but welcomed by women. Some source analysis using images and text begin the lesson, as students gauge what Nazi policies were towards women in 1930’s Germany. They are questioned on policies to raise the birth rate as well as the organisational apparatus established to do this. There is a case study of Gertrude Sholtz-Klink before students evaluate the successes or failing of these Nazi policies. The plenary uses talking heads to decide who would have said what and why at the time. There is some exam practice to finish focusing on the aims of the lesson, complete with a markscheme and help if needed. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question to what extent the Nazis created a totalitarian state. Students begin by learning Hitler’s ideal of a totalitarian state and how he dealt with the existing political parties. They will also discover how laws passed centrally dissolved the independence and power of the state assemblies. There are some key questions to answer about the revamp of the civil service and the impact of the death of Hindenburg for the German state. The plenary is an old favourite using the octagon and checking 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the short and long term impact of the Night of the Long Knives for Hitler and the Nazis Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’ They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power. Students have to decide through a number of choices as to why the SA were a growing threat to Hitler There is a colour coding task to complete on the events of the 30th June together with its aftermath. Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help given if required. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess how much of a threat early opposition to the Nazis was. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it A headline plenary will aid the consolidation of learning from the lesson. There is some source exam practice to complete if required, with help given together with a generic markscheme. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it A headline plenary will aid the consolidation of learning from the lesson. There is some source exam practice to complete if required, with help given together with a generic markscheme. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the success of Nazi efforts to coordinate the Churches in Germany. This lesson is split into two. The first part focuses on the Catholic Church and students begin by being given the context to Hitler’s Catholic background, Catholicism in Germany pre-1933 and why he believed the Catholic Church proved a threat to the volksgemeinschaft. Students then have to analyse Nazi policies towards the Catholic Church, such as the Concordat and rank them in order severity. They also have to decide how these policies weakened the power and influence of the Church. There are case studies on the Pope which investigate the Pope’s actions and responses to Hitler ,as well as the significance and the resistance of Cardinal Galen This section concludes with some source analysis, focusing on the tone used in the language of two sources before the students have to decide the successes or failings of these coordinating policies. The second half of the lesson introduces students to the importance and history of the Protestant Church in Germany. Students identify which Nazi policies might align with Protestant Church interests. before completing a chronological task on the policies introduced by the Nazis and their attempt to create a Reich Church. There are case studies on Martin Niemoller and Dietrich Bonhoeffer, their actions and opposition to the Nazis and the setting up of their Confessional Church. Students can then complete some exam question practice with a comprehensive markscheme to help if required. 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 GCE A Level Democracy and Nazism: Germany 1918-45 This lesson questions to what extent the Nazis achieved their aims in relation to young people. The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft. Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany. The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims. A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings. Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included if required. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson to evaluate the success of Nazi policies towards its workers in creating a volksgemeinschaft. Students are introduced to the DAF and its leader Robert Ley. They analyse its aims and policies in encouraging workers to increase production. They are then given a number of statements which they will RAG rate (Red, Amber, Green) which will enable them to evaluate the successes or failings of the organisation. They also learn about the Strength Through Joy programme and again have to analyse its strengths and weaknesses. Some source analysis and skills at the end of the lesson will prepare the students for some source exam practice with help and guidance given if required. 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.