AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the impact the Great Depression had upon Germany. Students are given the context to the Wall Street Crash and then have to decide if Germany’s problems throughout were the sole consequence of the Wall Street Crash. They are given further details of the effects of the slump in Germany, from which they answer some differentiated questions. Various scenarios are also put forward, from the social, political and economic effects, to who suffered more - the young or the old and the rise of extremism. These can be debated and discussed in groups or individually. The plenary further challenges which particular groups suffered in the Depression and why. Some source exam practice can be completed, with help and structure given to answer the question if needed. 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 consequences of Schleicher’s scheming. Students begin the lesson with a chronological quiz, recapping the events of the unit of work so far. They are then introduced to Hindenburg inner circle and how he was influenced by them in his decision making. Students also learn about Schleicher’s tactics to bring the Nazis under his control. They subsequently have to put themselves in Schleicher’s shoes and unpick his decision making. With Schleicher’s ultimate failure to govern effectively, students conclude by finalising the reasons why Hitler was to become Chancellor. Students can complete some exam question practice at the end of the lesson, with structured support provided to help them effectively answer the question. 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 analyse the appeal of Nazism to German voters. Students will start by examining the lean years of the Nazi Party and how Hitler reshaped his vision of Nazi ideology while in prison. They will also learn about the significance of the Bamberg Conference in 1926, which reasserted Hitler’s control over the Party. The second part of the lesson will focus on the broad support and appeal of Nazi ideology to the old elites, industrialists, and the Mittlestand. Hitler’s confidence in his success was evident when he ran for President in 1932, narrowly losing to Hindenburg. In this context, students will debate, discuss, and present feedback on seven key Nazi policy ideals, explaining why these policies had such widespread appeal. To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question. 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 Industrial Revolution This lesson aims to examine the revolution in transport which affected Britain between 1750-1900. Students first look at the problems of transport in Britain. They examine the roads (if you could call them that) and look at how they were changed and improved in conjunction with the railways and canals. There are sources to analyse and a differentiated group work task as well as video footage giving further clarity. Ultimately students have to evaluate the biggest impact these changes made in Britain, whether it be increased wealth and international trade to the standardisation of time or being connected throughout the British Empire. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to judge how far Jewish people assimilated themselves into German society. Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929. The plenary is a flash card activity where the students link people and events to themes throughout 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 success of Stresemann’s policy of fulfilment. Was his commitment to fulfilment just a devious policy to cover up his nationalist agenda or is this too harsh a judgement and Stresemann remains one of the outstanding political figure of the Weimar era? Students begin by learning what fulfilment was and how the Allied powers viewed Germany by 1924. They will then analyse what Stresemann achieved such as the Locarno Pact, Kellogg-Briand and Berlin Treaty. However further analysis reveals some secret dealings with Russia and rearmament; in some exam question practice students will be required to make a judgement as said above. He plenary asks students to unscramble some key words from the lesson and explain their context. 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 stability and strength of coalition governments during the ‘Golden Age’ of Germany. Students begin by assessing why this time has been called a period of political stability, with extremist group and anti-Republican parties losing support. They hava a number of statistics to analyse as well as making a judgement as to how stable the Republic really was. The election of Paul von Hindenburg will give them ammunition as well as information about the political parties to attempt some GCE question practice at the end. The plenary gives some humour to the political machinations of the Weimar Republic where students have to answer questions by splatting bubbles. 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 judge how rebellious the youth of the Weimar Republic really was. Students are required to complete some source scholarship and evaluate a range of information to make up their minds before tackling an exam practice question. They analyse how they were educated and the provision of schooling along class lines as well as there affinity to youth groups and youth gangs. The plenary however challenges this negativity and gets students to think of positive aspects of youth culture. Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and a generic markscheme. 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 question whether the ‘new woman’ in the Weimar Republic was no more than a myth. The beginning of the lesson focuses on social welfare and who was entitled to what at the end of the war. However, students learn how many people felt cheated by the system and assess why so many different groups felt aggrieved. In the second part of the lesson, students ascertain who was classed as the new woman in Weimar Germany. They also evaluate whether the new freedoms afforded to women were in fact inconsequential in areas such as politics, employment and sexual freedom. Case studies for four women are scrutinised before students complete some exam practice, with help given if required. The plenary requires students to compete some fragmented sentences. 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 determine the strengths and weaknesses of the Weimar Constitution. Students are introduced to the reasons why a constitution was introduced and a new Republic set up. They then have to analyse the details of the constitution, assessing its strengths and weaknesses. This also includes deciding the winners and losers and the issues still facing Germany as a consequence. There is a focus on some key details such as Article 48 and the rule by Presidental decree as well as the survival of some undemocratic institutions. There is some exam practice to complete if required, complete with hints and tips and a generic markscheme included. The plenary concludes with a find and fix activity, 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 examine the terms of the Treaty of Versailles and assess the German reaction to it. Students begin by completing a missing word task to gauge the German ‘acceptance’ of the Armistice. They learn about Wilson’s 14 points and in groups put themselves into the shoes of the Big Three to decide how to punish Germany, with prompts given for help. Students also examine and analyse the terms of the Treaty and decide where German pride, economic and military power were challenged. They then have to determine how justified German complaints were against the Treaty and whether they were being too unrealistic. This is followed up by some exam question practice, complete with a detailed markscheme. The plenary asks them to think of answers for because, but and so questions to challenge thinking. 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 British Empire This lesson focuses on the role Gandhi played in achieving Indian independence from Britain which ultimately cost him his life. The first part of the lesson looks at why the Indian population were unhappy with British rule, from the Indian Mutiny of 1857, events happening abroad to the Rowlatt Act culminating in the Amritsar Massacre. They are then introduced to Gandhi, his philosophy of passive resistance (or as he called it satyagraha) and why he set up his Independent Congress Party. This is accompanied with some excellent video footage from the BBC as well as clips from the film ‘Gandhi’ by Sir Richard Attenborough. The second part of the lesson centers around his life and by analysing various sources from which they complete either a table or grid; students then have to decide how big a part Gandhi played in many events leading to Independence and his lasting legacy for India in 1947. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the problems Stresemann faced as Chancellor. Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition. They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required. Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany. Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use. The plenary is an old favourite of head, heart, bin and bag. 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 twofold: to introduce the A Level course and its requirements and then to assess the strengths of Germany before 1914. The course requirements are outlined to the students and how it will be assessed through the two examination components of source analysis and essay writing. The second part of the lesson analyses the three Reich’s in Germany and how it was governed from 1871. A colour coding activity on Germany unification, questions on the impact of World War I on Germany and its political structure under the Kaiser will allow students to evaluate the strengths and weaknesses of Germany in 1914. 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 understand the political vacuum left in Germany after the abdication of the Kaiser and the political consequences for Germany. Students begin with a definition task using some key words and phrases linked to the Treaty. They are then introduced to the political machinations of Ludendorff and the implications of the Peace Note. A chronological and multiple choice task as well as a ‘Am I a robot?’ exercise allow students to grasp the consequences of the abdication of the Kaiser and analyse the political parties vying for ascendancy in the Republic. Some exam question practice completes the lesson using sources, with a model answer given 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 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 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.

World War II This lesson sets out to explains how Hitler set Germany on the road to war in 5 steps. Students are challenged to find out how and why was he able to defy the Treaty of Versailles so easily with little or no consequences (shown through a causal spider’s web). Students analyse video footage and a number of sources, using the COP technique (modelled for student understanding) which has proved invaluable for evaluating sources at GCSE. A final chronological recap of the events and evaluation of the most and least important of the events that led to war, will give students an in depth understanding of why World War II started. This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or WWII at Key stage 4. It 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.

Norman Conquest The aim of the lesson is to understand how WIlliam asserted his control over the population using the feudal system. Students get to know how the feudal system works by interacting with each other in a Norman style ‘party’. They each have a card to read which tells them their status and their oath to William. However they will have to decide and justify if they are happy with their status or not. This lesson is designed to be fun, with students required to interact with each other and show their status by using the tables and chairs in the room. The lesson uses video footage and music to engage and connect the learning. Further learning tasks include creating a feudal system diagram using differentiated prompts, as well as explaining how it worked and analysing how pleasant it was to be a peasant under this system. 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.