American Civil RIghts This lesson aims to explain how black people in America voiced their protests against their lack of Civil Rights in the 1950s and early 1960’s. Students are introduced to the various forms of protest they used which they have to research and ultimately decide how effective each form of protest was, from music to sits ins, to marches and changing the law for example. There are quite a few links to video footage at the time to reinforce the learning. Students use the key words at the end of the lesson to summarise their new found knowledge. 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 GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. The decision to be a Protestant country not surprisingly caused Elizabeth many problems from Catholics at home and abroad. The lesson therefore is in two parts. The first section deals with the Catholic threats at home, mostly from rebellions surrounding Mary Queen of Scots. Students plot the rebellions on a graph deciding how significant they were before being posed some challenging questions. The second part of the lesson focuses on the threats posed by Allen and Campion and the Jesuits. After analysing the evidence they decide on the most important ingredients for their threat to Elizabeth (also focusing on short and long term problems) and place them on shelves (prioritising the most important) ready to go into a cauldron. The final part of the lesson involves deciding how Elizabeth reacted to these threats and planning and completing a GCSE ‘write an account’ question. 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 Industrial Revolution This lesson aims to evaluate the problems within Industrial towns and the impact they had on the growing population during the Industrial Revolution. The lesson starts by analysing the source from Punch in 1852, 'A Court For King Cholera’, which is later annotated to help aid discussion. Various images, video evidence and headlines allow students to build up a picture, which they then have to explain to a friend in a letter - using scaffolding and a writing frame if required. Students also evaluate how and why the living conditions became like this and question if this was the case across the country as they are given further evidence from the wealthy in Victorian England, comparing the dwellings of the rich and poor. Students will therefore be able by the end of the lesson be able to give an effective and balanced answer to this lesson. 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.

American Civil RIghts This lesson analyses and evaluates the part Rosa Parks played in the Civil Rights Movement. Modest to the end, her one action inspired a generation and she is still talked about with reverence in American society today. (NB - Oprah Winfrey’s Golden Globe speech on 7th January, 2018.) Students learn about Rosa Park’s background and events leading up to her refusal to move seats on a bus, brilliantly shown through some video footage as well as documentary evidence. The learning tasks and the accompanying resources are differentiated to suit all abilities as students reflect and evaluate her most important significance to American society today. Students also have the opportunity to use a bus to show in the windows the problems she faced (at the front and in the doorway) and what she achieved (in the back windows). 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.

Norman Conquest The aim of this lesson is to understand how successful William was controlling England through his survey. Students will learn how he needed to find out as much as he could about the Anglo-Saxon population. They are encouraged at the start to answer a series of questions (a survey) of what they own; this is exactly what William did, but minus the enthusiasm shown in the class to list all their belongings! Through a study of horrible history video footage and source analysis, students realise just how intrusive this new book was and they have to justify, whether in written form or orally, why people in medieval society began to resent it. For homework they have a chance to find out about their own area and what it offered in 1086 with an exemplar given. This is a fun, interactive and challenging lesson in which all the students can take part and make their own conclusions. 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 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 GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. The aim of this lesson is to determine why the Essex rebellion was different to the previous threats Elizabeth faced in her reign. Students learn about Essex’s life and the reasons for him turning on Elizabeth in his failed attempt to ‘protect’ her from Robert Cecil. Using differentiated materials and video evidence, they can either create a factfile on Essex or colour code information on his life focusing on different themes of importance. They then plan and write a significance GCSE question, using the suggested skills and tricks of answering a significance question as opposed to writing a narrative account of his life. 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.

World War I The aim of this lesson is to evaluate just how efficient and effective the new weapons of the Twentieth Century were. Students have two objectives; to rate the effectiveness and killing power of the weapons used during the war and to explain how well equipped the soldiers were in the trenches, particularly the British Tommy. The lesson begins with discussing the type of weapons used and for students to recognise the continuity and change of many of these pre, post and during World War 1. The historian Dan Snow is quoted as saying the British soldier went into World War I ‘as the best prepared soldier on the planet.’ The lesson subsequently unfolds to explain and evaluate the new weapons used and the advantages (or not) they gave each side. The plenary requires students to link the effectiveness of the weapons to images and to explain how and why this is the case. 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This fourth lesson looks at the significance of marriage for Elizabeth and the subsequent problems it caused her throughout her reign. There are retrieval practice activities to start the lesson including an odd one out task and ‘splatting’ the board to choose the correct answers. Students are introduced to the criteria for why Elizabeth should marry and then check the criteria against the possible suitors, thus coming to a conclusion about the best candidate. There is also a GCSE practice question to answer. There are sentence starters provided for differentiation and the lesson comes complete with fun activities and video footage. 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 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This lesson aims to evaluate the threats posed by the Northern rebellion and the Ridolfi plot to Elizabeth. Students analyse these threats and dangers to Elizabeth both through video footage and written text before coming to their own conclusions based on the criteria set out for them. They complete an essay question on what they have learnt, using the structure provided and key argument words. Ultimately they will recognise the seriousness and therefore significance of the threats to Elizabeth in her early years. The lesson includes learning activities such as structuring an answer, analysing and evaluating the plots, the use of video evidence and using tier 2 and 3 vocabulary and argument words in an answer. 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 assess the validity of four claimants to the English throne in 1066. It also includes a script for those students who prefer a more kinaesthetic approach to this topic. Each contender is introduced and students have to assess who has the best claim to the English throne, which on the face of it is a difficult choice, which each having a strong argument and motive. This can also be completed by colour coding thermometers and rating them out of ten before making a substantiated conclusion. There are differentiated questions to ask the students once this task has been completed. The plenary asks them to think outside the box and link pictures to the issues and contentions raised. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

I have produced these Bitesize Cards to help my GCSE History groups revise. They summarise the content for the Germany 1890-1945, Democracy and Dictatorship course, which can be overwhelming for some students. They contain the main events, people and key words needed for the exam Students can use these 14 cards in lessons or for homelearning to help them with recall, retrieval and retention. I also use them as starters in the lessons or for interleaving to help with the course content. I have broken down the revision cards down into the following themes: Kaiser Wilhelm The Treaty of Versailles Problems in Germany Super Stresemann The Rise of Hitler Hitler’s consolidation of Power The Nazi Police State The Nazi economy Propaganda Youth groups and women Churches Opposition Persecution to Genocide The German Homefront They have proved a great success as a revision tool. I have also posted them on our google classroom (digital platform) so students can access them, when GCSE practise questions are set or they are required to revise for an assessment test. They simply need cutting, hole punching and tying with treasury tags, or simply stapling together. I have included both PDF and PowerPoint versions if you wish to amend or adapt. If you like this resource, please check out my full Revision Guide for Germany: Democracy and Dictatorship 1890-1945 which can be found here: https://www.tes.com/teaching-resource/germany-democracy-and-dictatorship-revision-guide-aqa-gcse-9-1-11764985

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to analyse the reasons why England went to war with Spain. A first part of the lesson is focused on Elizabeth’s policies in the Netherlands and how this antagonism finally led to war. The second part of the lesson analyses the reasons why the Spanish Armada failed. Whilst students appraise Philip’s plans for the invasion, they also have to make connections throughout its voyage as to why it was doomed from the start. Included is a significance activity to complete, where students rate how important each event is in relation to Philip’s decision to go to war. There is some exam practice to complete if required and a plenary which tests students’ ability to debate and counter argue. This is accompanied with a detailed 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.

The Tudors: England 1485-1603 The aim of this lesson is to assess how much of a threat Catholicism posed to Elizabeth during her reign. The lesson begins with an analysis of the Northern Rebellion. Was it a direct consequence of the Religious Settlement or simply a Catholic uprising against Elizabeth? Further analysis focuses on the role played by seminary and Jesuits priests who came to England to spread the word of Catholicism and reconvert the masses; students have to decide if they had little influence or posed a direct threat to Elizabeth. Furthermore students judge how significant the measures put in place to tackle these threats were. Some exam practice is included with help given if required. 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 Tudors: England 1485-1603 The aim of this lesson is to evaluate the threat the Puritans posed to Elizabeth… The lesson begins with a definition and how the Puritans were becoming a problem for Elizabeth. Four areas of Puritanism are analysed (from Parliament, local reform movements, the Church from within and separatism) from which the students are able to tackle an exam question, with help and prompts given if required, including a detailed markscheme. The plenary requires the students to discuss and rate how much the threat of Puritanism declined under Elizabeth and the possible reasons for this. 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 decide how much of a threat Lambert Simnel posed to Henry VII. Students are given the information about the role Simnel played and then have to categorise his rebellion into causes, consequences and events. They are also challenged to think and justify who would have likely joined the rebellion and why, using a number of given examples of disgruntled lords. Furthermore, they will be required to give a number of reasons for the lack of support for Simnel. There is some exam question practice, complete with scaffolding, key ideas and a generic markscheme supplied. 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 Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of the religious settlement. Students begin by analysing the various intricacies of the Settlement, from the Royal Injunctions, the 39 Articles to the Acts of Supremacy and Uniformity. Using this information, they then have to decide which historian’s viewpoint appears the more accurate on the settlement and explain why. Moreover students have to discover which parts of the settlement are from Elizabeth’s own personal beliefs and which parts did she have to compromise on. There is some exam practice to complete if required with help and prompts given. 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 success of Elizabethan exploration and colonisation. Students are first introduced to the most influential seafarers of the age; Drake, Hawkins and Raleigh Students are required to evaluate the significance of their activities, such as slave trading, the colonisation of Virginia and attacks on Spanish shipping as a result of the attack on San Juan de Ulua. They also analyse the reasons why exploration increased with new ship design and navigational techniques. As well as focusing on Drake’s epic circumnavigation of the globe and the enormous revenue he generated for the crown, some misconceptions are also clarified such as what colonisation meant to the Elizabethans and how much overseas trade expanded as a result of voyages to the New World. There is some exam practice to complete if required, which questions if Drake’s exploits were the main cause of hostilities with Spain. 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 assess the threat Perkin Warbeck posed to Henry VII. Students are required to plot the causes, events and consequences of his rebellion(s) as well as discovering others such as those from De la pole, the Cornish and Yorkshire rebellions. They are also required to evaluate the biggest threat of all the rebellions to Henry, including Lamber Simnel, Lovell and Stafford rebellions studied previously. There is a key word literacy plenary to complete before students undertake some exam question extract practice, complete with scaffolding, planning ideas, the key information required as well as a generic markscheme. 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 Holocaust The aim of this lesson is to evaluate the reasons why Josef Mengele escaped justice. I have been inspired to write this lesson after reading an article by Gerald Posner who spent three decades trying to track him down. The story makes fascinating reading; but was Mengele a brilliant mastermind at escape and evasion tactics or was it pure incompetence on the part of the West German authorities and a lack of will from the Western governments to track and find him? Students are given the context to Josef Mengele, his background and a very brief description of the war crimes he committed at Auschwitz, without going into specific details. They complete a missing word activity, before analysing the fake passport he used to flee to South America. The main task is to judge how believable his escape story really is, with some red herrings thrown in for good measure to get the students really thinking. Some key differentiated questions, an extended writing piece, with some ‘believable’ words as well as a thinking quilt will give the students an accurate account of his double life. There is also an excellent link to video footage of a documentary by Gerald Posner himself. The resource comes in PDF and PowerPoint formats if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

The Suffragettes The lesson focuses on the main differences between the Suffragists and Suffragettes, but also looks at their similarities. Students are asked as to why women wanted the vote and how they were going to achieve it? Further into the lesson, students have to analyse the various methods used by both groups and have to question, prioritise and justify their effectiveness. Included is a thinking quilt which tests pupils’ understanding and links the key ideas, dates, people and definitions together. A differentiated plenary questions and checks their understanding 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 suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.