Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to give the context of medical treatments and the advancements made before the outbreak of war in 1914. The lesson focuses on three areas: the strides made in the understanding infection and aseptic surgery, x-rays and blood transfusion. Activities include two different types of retrieval practice, note taking using video evidence, analysis of text and questioning, as well problem solving and GCSE question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowePoint format which can be amended and changed to suit.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to analyse the rise of the Duke of Somerset to power. Students are given a timeline of Somerset’s life and the significant events in his rule during Edward VI’s reign. They can also complete some source scholarship with views from various historians summarising his rule. Students also complete a multi-choice quiz on how he consolidated his power and with it the views of his contemporaries. Students then have to justify why he was criticised at the time and if this i a fair reflection. The plenary looks at fragments of sentences which the students have to convert to full sentences, using their 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 analyse the Battle of Bosworth Field and decide how and why Henry won. Students are given the context to the battle and how Richard III and Henry VII lined up against each other. Using video evidence, they mind map the key events of the battle and its turning point leading to Henry’s victory. Students are also given the account of the battle from the Tudor historian, Polydor Virgil. They have to determine from the account how Henry used his skills in leadership, tactics, communication and religion to win, which is a useful exercise when studying Tutor propaganda throughout the course. The plenary requires they to decipher a jumbled up number of words in a botched activity. 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 significance of Catherine of Aragon in the reign of Henry VIII. Students are introduced to Catherine’s background and her loyalty as a wife to her husband. Moreover they learn about the importance of the papal dispensation Henry was given by the Pope to marry his brother’s widow, a decision which of course was to haunt him in later years. However far from rejecting her, Henry’s initial years of marriage were successful and harmonious, as shown in the artwork on Hampton Court and her influence on the young king. There is an excellent video link to use and focused reading throughout. The plenary uses the thinking hats to challenge student ideas. 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 Holocaust The aim of this lesson is to analyse and evaluate the reasons why anti-Semitism became the norm in Nazi Germany and how Hitler and the Nazis fuelled the flames of discrimination. Students build up a picture of the ideal Aryan according to the Nazis and how the Jews were made and expected to feel inferior using source analysis. They will also organise themselves into a continuum line of importance in Germany pre 1933, only to see their roles reversed according to the numbers on the German citizen lists provided. They also complete a colour coding exercise which maps the persecution of Jews within Nazi Germany as well as a plenary linking exercise to challenge understanding. The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust? 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 a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. There is some excellent video footage to accompany the lesson and printable worksheets. 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.

I have put together a few ideas I have had on retrieval practise, which is helping my students discuss and debate more than ever before. Many thanks to @mrfitzhist for the inspiration to make them. They come in PDF and Powerpoint format so you can change and adapt if needed. If you like these resources, please follow me on twitter for more ideas @pilgrim_17

Germany 1890-1945: Democracy and Dictatorship The focus of the lesson is to analyse the problems Hitler faced in January 1933 on becoming Chancellor. Students need to know and understand the background to Hitler becoming Chancellor in January 1933, which can be quite challenging given the complex political machinations involving the President, Papen and Von Schleicher. Students are given the context of Hitler’s rise to power, before using a revision thinking quilt to match key questions to specific key words and terms. There are also some excellent video links to bbc bitesize Students are thus prepared to tackle the GCSE exam practice question at the end. 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 assess the political and economic impact of the Ruhr invasion upon Germany. Students begin by recapping Germany’s inability to pay reparations and its request to suspend payments to stabilise their currency. They also learn in more depth how they were required to pay and how a bad situation was made worse by the Allies. Students also have to answer a series of questions and predict how Germany reacted to the occupation by French and Belgian troops. A chronological task completes the lesson together with some source exam question practice. Some help is given if required together with 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 assess the reasons why Hindenburg felt confident enough to appoint Hitler as his Chancellor. Students are given the context, the details of Hitler first cabinet and the key people within it. They are questioned as to the pitfalls Hitler might face and the obstacles thrown up by the constitution. A gap filling exercise and some source analysis will help to consolidate the learning from the lesson. The 3-2-1 plenary will ascertain 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 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 impact of war upon Nazi Germany. The lessons begins by assessing the value of some sources, to be used in some exam practice at the end, which questions the effects of the war on civilian morale. There is a missing word activity for the students to complete after studying how rationing was introduced in Germany and its repercussions. There is also a grid sheet to complete as students evaluate the four phases of the war and how the use of propaganda affected civilian morale, particularly as the German people began to realise the war was not going to plan and would not end quickly. An octagon plenary will check understanding and consolidate the learning at the end of the lesson. The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a markscheme provided 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

American Civil Rights I have always been fascinated by the contribution Martin Luther King made to the Civil Rights Movement and his leadership which was inspired by Gandhi to promote non-violent struggle. This lesson focuses on five main events in his life, from his speeches and letters, to his marches and boycotts. Students are given information about each of them and they have to evaluate their significance and make a judgement in numerical form. Students then conclude their findings and present them to the class. 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.

Crime and Punishment The aim of this lesson is to introduce students to the concepts of crime and punishment in Britain today. They begin with a definition of crime and punishment and then have to decide the punishments to fit the eight crimes listed. There are some key questions to discuss as well as some infamous crime and punishment case studies to analyse and evaluate. Students will finish the lesson with some extended writing to complete and consolidate with a summary of their learning. 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, fully resourced and includes suggested teaching strategies.

The French Revolution The aim of this lesson is to investigate how rotten Robespierre was. At first, students have to decide and discuss makes a good leader, with suggested answers given They are given some context of the Revolution before they are introduced to Robespierre. The main task of the lesson is to decide whether he was an outstanding leader and a ‘champion of democracy’ or rotten to the core and a ‘depraved monster.’ Students will work through the evidence, which is differentiated, before completing this an extended piece of writing with argument words and a writing frame to help if required. An odd one out plenary to finish aims to challenge what they have learnt in the lesson. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to examine the significance of the French Revolution today. Students are given information on seven ways it still has a lasting legacy; Bastille Day, the Declaration of the Rights of Man, Politics, the tricolour, Paris, the National Anthem, the Code Napoleon and the Legion of Honour. Students have to decide the most important part of this legacy in their opinion and explain why. There are some excellent video links to the BBC and Youtube as well as a virtual tour of the Eiffel Tower. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

The aim of this lesson to analyse and evaluate the part played by women in World War II. Students will analyse a number of propaganda posters used at the time, with particular reference made to the use of headings, colour, messages and the images used. Traditional teaching has always focused on work undertaken by women such as nursing, the W.A.A.F. or the Women’s Land Army. Although the students will learn the about the vital role women played in these jobs, they will also learn about the Special Operations Executive set up by Winston Churchill as he recruited sixty women to operate behind enemy lines to ‘set Europe ablaze’. There are four case studies to unpick as well as some great video links to accompany the lesson. The plenary requires the students to match the key word to the images shown. 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.

The aim of the lesson is to question how we should treat prisoners of war in Britain during World War II. Students might be influenced initially in their thoughts by their prior knowledge of Nazi and Japanese treatment of captured prisoners. There is a discussion task with a number of scenarios which will allow the story to unravel of Italian and German prisoner experiences in Britain during the Second World War. Pathé news also has some excellent links to video footage of capture prisoners and the commentators emphasis on their good treatment and being given a square meal each day. A case study of Eden Camp in Yorkshire, site of a former prisoner of war camp, will enable students to analyse what happened there and if treatment was good, fair or bad. 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.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to explain how the Plains Indians believed that everything in nature had a spirit. Students analyse how humans and nature work together and complete a thinking quilt linking key ideas and key words together. They are also challenged as to what significance certain objects have as well as ascertaining why some tribes went to war . They will evaluate why land was so important to the Plains Indians and why they had difficulty when the US Government tried to allocate them certain areas of the Great Plains. This evaluation is put to the test with some GCSE exam question practice using the 8 mark ‘consequences’ question. The final learning task is writing a recipe and mixing up key ingredients of the lesson which will reinforce the learning during the lesson. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included. It comes in PowerPoint format which can be amended and changed to suit.

This resource in booklet form sets the AQA GCSE 9-1 Germany 1890-1945 Democracy and Dictatorship course out in two sides of A4. This is ideal for the student who wants a quick recap of the course as it sets out all the main details, people and events in bullet form. It is also great for quickly printing and giving out for revision lessons, interleaving or for homework, especially when the course content has now doubled for the GCSE 9-1 exam. I have included PDF and Word formats if there is a need to change or adapt. This is cheap to photocopy and includes a summary of the exam questions from the start. If you like this resource, please check out my full revision guide for AQA GCSE 9-1 Germany 1890-1945 here: https://www.tes.com/teaching-resource/aqa-gcse-9-1-revision-guide-germany-1890-1945-11764985

This resource in booklet form sets out the whole AQA GCSE 9-1 Britain: Health and the People c.1000 to present course in two sides of A4, including the exam questions This is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. The summary guide includes all the main individuals, events and discoveries made which are asked in the exam. It is also great and cheap for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! I have included both PDF and Word formats if there is a wish to change and adapt.