Who did most to develop the Cold War 1945-47, Truman or Stalin? This lesson really focuses on oracy and the development of spoken skills which will help to develop written arguments. Students begin by considering the question 'who did most to develop the Cold War 1945-47, Truman or Stalin' and jot down their ideas. They then study information cards about the key events and attribute blame to each event before ranking them in order of importance and identifying links. The main activity is an argument tunnel where students line up to face each other to argue who was to blame (they will need to argue both sides of the argument). When the argument is over they return to the big question and answer it! Literacy support included. As always there are clear step by step instructions.

Students learn about Elizabeth education by comparing it to modern day education. There are a range of worksheets and activities and an exam style question. As always there are clear instructions and differentiated resources.

Students learn about the main reasons why Hitler eliminated the SA. through a card sort (categorizing and prioritising activities). They write up their views about why Hitler chose to execute the leading members of the SA (support provided for less able). There are also source based challenge activities to prep the more able for GCSE style questions. As always a step by step guide and high-quality differentiated worksheets.

Students work through a range of decision-making activities and make a supported judgement which they write up. As always there are clear step by step instructions and a range of differentiated activities which include literacy support.

The last lesson in the Crime and Punishment Unit of Work. Students learn about the significance of the Bentley execution by assessing evidence and different points of view regarding the details of the case. An active student led lesson with a range of activities with an extended response question.

A lesson that focuses on change and continuity in 20th century policing methods and resources. This is achieved through matching/ identifying problems pre 1900 with changes since this date (teacher crib sheet included) . There is a card sort and ranking activity linked to new methods of policing and a Neighbourhood watch activity with provides the knowledge for an exam question.

A comprehensive lesson on the period of detente. This lesson covers all of the agreements (SALT 1, Helsinki Accords and SALT 2). Students begin by creating a fact file which gives them an overview of the key treaties. The main activity is an active and engaging student-led activity where they meet a range of Cold War spectators who give their opinion on the agreements. Students move around the room and listen to the different points of view whilst completing a matrix (differentiated and directed). This is followed up by a series of questions before an exam style question is introduced. Structure strips and tips included. As always clear step by step instructions are included along with high quality resources. These lessons take many hours to plan and resource so feedback and reviews are greatly appreciated.

This lesson looks at the key factors that enabled the Vietcong to succeed against the US army. Students work through a range of activities, such as categorising and prioritising evidence through a card sort, before creating a newspaper article that outlines the reasons for the USA's withdrawal from Vietnam. Differentiated resources and literacy support included as well as clear step by step instructions.

The final lesson in Unit 3. Students learn about the collapse of communism in the satellite states, 1988-91 through a range of student led activities which feed in to an exam question (mark scheme included). The lesson concludes with an overall Cold War tension graph activity and a self-assessment task… Clear step by step instructions included.

A student-led lesson on medieval religion. Students work through a range of activities that develop their knowledge and understanding of the role of religion and the church in medieval times. Activities include extracting details from a doom painting and using this to respond to questions, analysing the different routes to heaven and creating an exhibition for a museum. This lesson is easy to follow, ready to teach with clear step by step instructions and differentiated tasks.

This lesson requires students to assess the key factors that enabled the Plains Indians to survive in the Great Plains. The lessons begins with a quick intro to the harsh environment that exists on the Plains with a student-led task. The main activity is a group task (can be completed individually but I prefer group discussions and questioning). A warrior brotherhood needs to teach young recruits about survival on the Plains. They only have one hour to convey the key knowledge. Students assess four key factors, weigh up the importance of each by completing decision-making tasks & explaining their decisions before outlining how they would divide the 60 minute lesson. This lesson has plenty of scope for teacher questioning and critical thinking tasks. The lesson concludes with an exam style question (structure strips/ tips included). These lessons take many hours to plan and create, so reviews are greatly appreciated.

The first lesson in our KS3 Cold War unit. This enquiry acts as an introductory overview to the Cold War unit. which allows your students to work out what the Cold War was and where it happened. It is always important to see the big picture before exploring the content. A classic introductory overview your students will look at a number images from events across the period. They will match captions to the images to work out what was going on.This will help define what the Cold War was and plot on a map where the main flash points happened and work out what they can learn from each caption/image. A report task with a literacy focus concludes the lesson. A never heard the word document is included too. As always there are clear step by step instructions and differentiated resources.

The first lesson, The American West c1835 -c1895. In this lesson students are introduced to the physical geography of North America whilst developing their decision-making, critical thinking and literacy skills. An early explorer is making a trip to Oregon from Missouri and he needs help in deciding which route to take. He has three option. Your class will need to assess each route based on its landscapes and physical features before making a recommendation. Literacy support included for the write up. There are additional activities incorporated into the PowerPoint, for example ‘complete an illustrated and annotated map of North America’ (map template included). These lessons take many hours to plan and create, so any feedback is greatly appreciated.

Students learn about the social and tribal structures and ways of life of the Plains Indians. In this lesson the students begin by drawing and describing their interpretation of a Plains Indian. They are introduced to a range of sources linked to three of the main Plains Indian tribes. They annotate these sources to show what each reveals about the Plains Indians’ lifestyle, culture, social/ tribal structure, etc. The follow-up tasks include a quick fire quiz based on the sources and a report writing activity (with literacy support). The lessons concludes with the students returning to their original interpretation of a Plains Indian and reflecting on how their views have changed.

Lesson 7 in the GCSE American West Unit of study. Students learn about the consequences of a key event in the settlement of the West, the setting up of the Oregon Trail. In this lesson students meet a range of people who travelled the Trail. They need to analyse the impacts each person suggests that the Trail had on the United States by completing a range of student-led activities that develops their knowledge and understanding of the significance of the Trail. A consequence exam style question concludes the lesson. There are plenty of opportunities to incorporate deeper level questioning and discussions throughout this lesson as well as developing examination technique.

Students learn about the conditions on the Great Plains and how these led to serious difficulties for white settlement farming. This lesson includes a range of student-led activities, such as developing exam skills by creating an advert for a sod house, spotting and explaining errors in a government advert and a range of tasks to develop knowledge of life on the Great Plains.

What does the case of the Tolpuddle Martyrs tell us about crime and punishment in the early 19th century? The Tolpuddle Martyrs lesson requires students to complete a worksheet based on a video clip about the event which forms the case study for the period. There is an information sheet which includes the necessary information for the spec. Students use and information sheet to add additional knowledge before analysing the event to determine its importance in the history of crime and punishment.

National Geographic want to write an article about key events that impacted the West in the period c1835-c1895. They need help in selecting the most significant event to focus their article on. Students work together to identify the consequences of three key events (The Gold Rush, Homestead Act and the Pacific Railroad Act) and produce a series of bar graphs to show the significance of each event before determining which event was most significant in developing settlement in the West. An exam question concludes the lesson (structure strips and tips included).

A double lesson on the Cuban Missile Crisis (the key events and the consequences). students work though a range of student led activities, such as creating a fact file, crisis graph and newspaper activity before studying the consequences through a card sort before completing an 8 mark consequence exam question (literacy support, structure strips and exam help included). As always there are clear step by step instructions.

Students learn about the Berlin crisis through a range of activities, such as matching images to captions, categorising impacts, writing a diary account and creating a Berlin blockade fact file. AS always there are step by step instructions and differentiated activities and resources.