Middle Ages The aim of this lesson is for students to question and evaluate different interpretations in history. Students have to analyse various explanations and viewpoints of Richard the Lionheart from his statue outside the Houses of Parliament, to modern day films and the views of historians. As sentiment might overrule reality, they are ‘led’ to conclude he is a King of outstanding repute. They are then given details of the context of his reign and are shocked to discover his real temperament, brutal nature and even the fact that he didn’t speak English! Students finally re-evaluate their original judgements and justify which of the interpretation is now the more realistic one. They will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies Homework ideas PowerPoint format, which can be changed to suit

The Suffragettes The aim of this lesson is to question the motives of Emily Davison. Did she really mean to kill herself or was it a protest that went drastically wrong? Students learn what a martyr is and then sift through the evidence of her handbag to make a judgement. However not is all as it seems as conflicting source and video evidence only serves to add confusion to the debate. The plenary also requires the students to question whether she can be called a martyr or not and whether she helped the suffragette cause. This is a fun, engaging and challenging lesson which requires students to evaluate and make judgements using evidence as well as getting them to justify their opinions. There is also a chance of role play if you feel daring or not as the mystery of her death unfolds. 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 aim of this lesson is to understand how Germany was punished after World War I and how harsh its terms were to many Germans. The first part of the lesson looks at how the map of Europe changed. Students then have to think why the Big Three had different ideas on how to treat Germany after the First World War. Through various images and video footage students can see what they decided and have to justify why they came to these decisions. The terms of the Treaty are discussed and then shown how to be remembered using a chatterbox (a template is included). The final part analyses and evaluates a number of sources on the Treaty and their meanings. A recap plenary at the end of the lesson uses a spinning wheel which can be used in a competitive challenge. 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 question how successful Lord Kitchener’s recruitment drive was in 1914 and how ‘frightening’ it might be to sign up for the First World World War. The lesson shows students how the themes of heroism, patriotism, shame and anti-German feeling led to thousands of young men volunteering to join the army in World War I. Students are led through video footage, an extract from Private Peaceful and Government posters to analyse how these four key themes were utilised. They also learn about the success in the recruitment of Pals Battalions from the Caribbean and India, to the Footballers Battalion of Walter Tull, as well from towns across the country. They will also learn about the horror and frightening consequences of this policy especially with what happened to the Accrington Pals in 1916. The 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.

Middle Ages This lesson aims to examine the reasons why King John argued with his barons and ultimately was forced to sign the Magna Carta. But on which terms was King John forced to accept? Firstly students have to work out what the terms of the Magna Carta were. Secondly students have to evaluate the significance of the Magna Carta in the short, medium and long term for King John, for future Kings of England as well as for us today. They will use sources and video footage as well as retrieval grids and a true or false quiz to help them in their research, They will also continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

Germany 1890-1945: Democracy and Dictatorship This lesson focuses on the change in policy towards the treatment of the Jews by the Nazis. Students have to put events into chronological order and understand why the beginning of World War II changed everything. Students also learn about the Wannsee Conference and the experimental attempts by the Nazis to murder the Jews in Europe from shooting to mobile gas vans before deciding upon the use of Zyklon B crystals. Using numbers and figures they also discover the sheer scale of the atrocities involved in this genocide and what happened in the concentration camps. There are some excellent links to video evidence to accompany the lesson, which are suitable to show. 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 GCSE 9-1 Britain: Health and the People, c1000 to present The lesson aims to distinguish between inoculation and vaccination, before analysing Jenner’s discovery of the vaccination for smallpox using documentary and video evidence. Students then have to answer questions, explain the significance of his discovery over time and link factors to his story. They also have to analyse source information, complete an 8 mark GCSE practice question and understand why, despite his brilliance he received criticism and opposition to his discovery. The lesson finishes with a true or false quiz and a ‘Have I got news for you?’ plenary. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The British Empire The aim of this lesson is to discover who the Zulus were and how and why their fighting left a lasting legacy on the British Empire. Students will also find out why the British army, allegedly the best and most disciplined fighting force in the world at the time be defeated and humiliated at the Battle of Isandlwana? They will also analyse how within hours they were heroically defending their lives at Rourke’s Drift in one of the most unlikely ‘victories’ in British military history. Students evaluate both battles, creating headlines and writing articles, using argument words and second and third tier vocabulary. They finally appraise the events of 1879, concluding how both battles should be viewed overall in history and their legacy. 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.

The French Revolution The aim of this lesson is to understand the significance of the Tennis Court Oath Students are introduced to some key words before they analyse what tipped the French people over the edge. This includes some interactive slides explaining the rise in prices particularly with bread. The main task is to complete some source scholarship on the Tennis Court Oath, as the events are broken down into sections, with some modelling of how to complete this task if required. There are some key questions on the Tennis Court Oath to summarise, followed by a significance activity, where the students rate each significance by colour coding a thermometer and then justifying their answers and the choices they have made. 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.

AQA A Level 1C The Tudors: England 1485-1603 The purpose of this lesson is to introduce Henry VII’s foreign policy aims. Students are introduced to a map of Europe in 1485 and have to make comparisons and connections to countries on a map of Europe today. They will learn who the major players were in Europe at the time, such as France and evaluate the threats they posed to Henry VII. Students learn the three main aims of Henry’s foreign policy and have to justify which one is being applied to the various treaties and agreements reached with various foreign powers. The plenary checks their understanding of the lesson using a talking heads activity, as they have to decide which European leader would make the given statements from the screen. 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 aim of this lesson is to decide if Winston Churchill deserves the title as the ‘Greatest Briton’? When the BBC conducted a poll entitled ‘Who is the Greatest Briton?’ Winston Churchill came out on top, besting some strong competition. This lesson therefore challenges this assumption and evaluates the four areas the BBC cites as his fortitude; for being the greatest British Gentleman, for inspiring the nation, for symbolising the spirit and strength of Britain and for his comforting speeches. The evidence for this task is through radio broadcasts, video footage and source analysis (using a battery rating) from which students will conclude and either concur or not with the poll. A splat the bubble plenary will test their new assumptions. This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or the Second World War at Key stage 4. It 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 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 Tudors: England 1485-1603 The aim of this lesson is to assess the strengths and weaknesses of Elizabeth’s government. Students will analyse a number of key institutions of Government ranging from Parliament, the Royal Court and the Privy Council on a national level to Justices of the Peace, Sheriffs and Lord Lieutenants on a local level. There are a number of slides within this PowerPoint and it is therefore recommended to deliver it over two lessons. Students will also learn details of conflicts Elizabeth had with Parliament and her Privy Council, the factions which developed in her reign and how she was able to overcome these through her diplomacy and strength of character. A 20 question quiz concludes the lesson as well as some exam question practice if required with some guidance and a mark scheme 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.

The aim of this lesson is to challenge the Government’s claim that during World War II, a Blitz spirit of togetherness emerged across the country in defiance of the bombing of Britain’s cities. This lesson takes students on a journey through archive video footage, government announcements and source information to determine if there was indeed a Blitz Spirit during the Second World War. Students are given details of what the Blitz entailed using some contextual evidence and a thinking quilt. They then have to analyse and evaluate a variety of sources and statistics before they conclude and justify which sources best suit the driving question of the lesson. The plenary is a take on the television programme, ‘Would I lie to you?’ and the idea is to again challenge assumptions. 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 includes retrieval practice activities, suggested teaching strategies and differentiated materials. It comes in PowerPoint format if there is a wish to adapt and change.

The lesson introduced the concept of slavery and how it has been active throughout the centuries. Students have to categorise the reasons why the transatlantic slave trade was justified by many of our contemporaries and evaluate the most important reasons for their views through differentiated tasks. They also analyse a number of sources about slavery from the Ancient Egyptians through to the present day and reveal their findings in a summarisation pyramid. The lesson is linked to the latest historical interpretations, video clips and debate. 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 GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship This 33 page Revision Guide is broken down into 3 main sections: Germany 1890-1918, the Weimar Republic 1918-1933, Nazi Dictatorship 1933-1945 This Revision Guide includes practice exam questions and gives examples and tips on how to answer each. It will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The questions target the main questions in the exam from interpretations and source analysis, cause and consequence, change and continuity, significance and evaluation. The Guide also gives the students some useful mnemonics to remember some of the key details such as the Treaty of Versailles, problems in the Weimar, recover under Stresemann and Hitler’s consolidation of power for example. The information is also broken down into an easy to use format to aid the students. The Guide can be used for revision, interleaving, home learning as well as class teaching. For home learning, each student taking GCSE History in my school has a copy assigned to them on the google drive and it is used frequently when using google classroom assignments, such as homework and revision for assessments. This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both Word and PDF format. Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth £3.00 if you do. I have also made similar revision resources for AQA GCSE 9-1 include Britain: Health and the People c.1000 to the present day, Elizabethan England c,1568-1603, Conflict and Tension and Power and the People.

Elizabethan England 1568-1603 This is a Summary Revision Guide tailored to the AQA GCSE 9-1 Elizabethan England 1568-1603 unit. It has also been revised to include the historic environment question for 2024 for the Americas and Drake’s Circumnavigation, with an emphasis on location, function and structure, people connected, design and important events connected to it. The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out when the students claim they have forgotten everything they have been taught! I have included both PDF and Word formats so the resource can be edited and changed to suit.

Cold War The aim of this lesson is to explore the moon landings during the Cold War and the subsequent conspiracy theories which suggest it was faked and not real at all. Students have to decide why it was so important for the USA to be the first to put a man on the moon and prioritise their reasoning using their knowledge of the Cold War. They analyse footage from the time and are introduced to Neil Armstrong and Buzz Aldrin to emphasise this audacious achievement in 1969. However they also analyse sources from the time and different interpretations making their own sustained judgements as to whether the moon landings were fake or fiction. They finish with writing an extended piece on the evidence they have selected and are given some argument words to help if required. The plenary required them to judge if further facts are fake or authentic news. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

The British Empire The aim of the lesson is to assess the importance of apartheid in South Africa both politically and economically. The lesson begins by giving the context of South Africa being part of the British Empire and it move toward independence and the introduction of apartheid. Students have a quiz to complete as well as source scholarship on its introduction in 1948. They also evaluate the restrictions it imposed on the non white population of South Africa, where they are required to give their opinions on it as well as the significance at the time, overtime and nowadays. The lesson also focuses on the impact of the ANC and Nelson Mandela’s contribution to a modern South Africa and the part he played in ending apartheid. There are some excellent video links to his life and work as well as the Soweto uprising of 1976. The lesson concludes with a diamond nine activity to prioritise the main reasons why apartheid came to an end. The lesson comes with suggested teaching and learning strategies and are 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.

Britain: Health and the People c.1000-present These key individual flashcards aim to get the students thinking of key people and their significance in medicine. I always find students have revised thoroughly for exams, but do not push their grades into the higher brackets as they focus on content rather than the individual’s impact and importance, particularly over time. There are 36 individuals listed, Students can use them in class (I use them as starters and plenaries) or to take home and use for their own personal revision programme. I also display them in the classroom (enlarged) and use when teaching this unit of study. The resource comes in PowerPoint format if there is a wish to adapt and change.