The Narrative question exam preparation. This product includes all of the material required to teach the two narrative exam style questions. Students read about two key events (the creation of satellite states and the Berlin crisis, 1948-49), complete a card sort activity, sequence key events before writing up their responses to the questions. A student-friendly mark scheme is included as well as structure tips for this question type. There is also literacy support and exam tips for how to approach this type of question. In the examination students should aim to spend 10 minutes writing up this question, so this could be a timed activity. It's important that the students start to get into the habit of arranging and sequencing the events and using the linking language. Terms of Use: Purchase of this item entitles the purchaser the right to reproduce the pages for personal and classroom use only. Duplication for other classes, an entire school or for commercial use is strictly prohibited without written permission from the author. Minor editing is allowed but only for personal use. The document remains under copyright even when edited. Pasting this item in whole or part on the Internet in any form is strictly prohibited and a violation of the Digital Millennium Copyright Act (DMCA). Copyright 2017

Students explore the main reasons why the Hungarian's began to protest against Soviet control. A card sort and Venn Diagram activity explores these reasons, students categorise, rank and explain the causes (as well as other activities) before updating the BBC Bitesize website about the Hungarian Uprising's causes. One task from this lesson requires use of P32 from the Pearson textbook (key events timeline). As always there are clear instructions and differentiated resources.

Students assess the reasons for Soviet expansion into Eastern Europe, such as percentages deal. They rank factors, create an annotated graph before producing a map showing how the countries of Eastern Europe became Soviet satellite states., leading into an 8 mark (narrative exam question). Literacy support and a student-friendly mark scheme with tips on completing the narrative question included. Easy to follow, with a step by step guide and differentiated resources.

Students study the key events 1585-88 through a series of student-led tasks and activities before completing a 4 mark exam style question. As always step by step instruction and differentiated resources included.

The first lesson in our Cold War unit. This enquiry acts as an introductory overview to the Cold War unit. This lesson 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 1945-72. 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 unit checklist/ self assessment document is included too. As always there are clear step by step instructions and differentiated resources.

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 key differences between capitalism and communism through a debate style activity. They then plot the key countries that followed each system on a world map before recapping their knowledge in a plenary. As always there are clear instructions and high-quality resources.

Students learn about Nazi policies towards minority groups and how these were influenced by eugenics. The main activity requires students to position Nazi policies on a graph frame, with the positioning based on their opinion re the severity of the persecution. The graph is then used to complete a series of tasks. Clear step by step instructions, differentiated activities and worksheets. This is the last lesson in the unit of work.

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.

Students learn about four key Catholic plots that eventually led to the execution of Mary, Queen of Scots in 1587. The students begin with a code cracking activity. The data collection task requires the students to research the key plots and attribute scores for various categories linked to each in order to complete a card trading activity to determine which plot was most dangerous. This is followed up by various decision-making activities that aim to develop exam skills. Clear step by step instructions included.

Students examine the key push and pull factors that encouraged migration to the West. A range of student-led tasks, such as categorising/ prioritising activities through a card sort and a range of follow up tasks that help students to understand the factors that encouraged migration to the West.

This lesson focuses on the US government’s policy towards the Plains Indians in the period 1830-51 and how/ why it changed during this period. Students analyse four key events/ policy changes through decision-making and discussion based tasks. Using their knowledge on each policy they complete a radar graph activity which leads into follow-up tasks such as a quick fire quiz and an annotated time line. These activities set the students up for an examination (narrative style) question. These are structure strips, tips and a mark scheme included. The PowerPoint includes a step by step guide with a examples and a range of differentiated and extension tasks. This lesson will ideally be taught across two one hour lessons. These resources and lessons take many hours to plan and create, so any feedback is greatly appreciated. I hope that you and your students find them helpful.

Students create a card trading activity/ game for 4 influential female suffrage campaigners. They do this by attributing scores for various factors based on the information given. This gives the students an overview about who the suffragettes were and their actions. Other activities included also involve creating a fact file. Differentiated and easy to follow instructions.

Christmas Arranging task. Students choose between All I want for Christmas and Carol of the Bells to create a group performance arrangement. Should last for two lessons with opportunities for class and group discussions about musical elements. Can easily be modified to be an extension of a song writing or arranging project.

A lesson on the key factors that led to people voting for Hitler. There are a range of activities for all abilities, such as card sorts and prioritising activities, challenge questions, source based exercises, student-led activities, knowledge sharing active learning tasks and exam skills included throughout. As always there are clear step by step instructions and high-quality differentiated resources.

A lesson focused on the events of 1933-1934 which led to Hitler gaining control over Germany. Students analyse the key events (Reichstag Fire, Enabling Laws, Night of Long Knives, Hindenburg’s death, Oath of Loyalty) give examples and explanations of how each led to Hitler’s control and they must give each event various scores in order to create trump style trading cards. As always there are clear step by step instructions and high-quality differentiated resources.

The English Civil War end of unit assessment. The assessment is a source based activity. There are a range of preparation activities, such as grading another student's response by colour coding different aspects of the response, extracting similarities and differences form sources before attempting the assessment. There is a self-assessment and DIRT activity to follow up.

A lesson that looks at Little Rock Nine and the Children's Crusade in Birmingham, Alabama. Students need to create an information poster with annotated photographs to describe the events and to explain what the evidence tells us about the events. Literacy support and all materials included, for example templates for the less able, key term a glossary and information sheet. As always there are clear step by step instructions.

A lesson that looks that the main reasons why the Ku Klux Klan were able to get away with serious crimes, such as murder. Various activities are included in this complete lesson. Students have to assess information to make links between evidence, categorise information before completing a thought cloud on the lesson's title, which aims to develop GCSE literacy skills and the level of detail needed in developed explanations. A never heard the word grid and an activity linked to the 1939 song 'Strange Fruit' by Billie Holliday area included. As always there are clear step by step instructions.

This lesson looks at the problems faced by the Nazi Party in 1933 and how they addressed these problems. In the lesson the class will need to work in groups (4 per group). They are presented with some memos linked to propaganda and they have to identify the problems (for the Nazi party) included in these memos. They will need to decide which issues are the most important (and justify this - a good opportunity to encourage deeper level thinking through teacher questioning). When they have done this they can begin to construct some possible solutions that teh nazi Party could have implemented. each group will present their ideas to the class (I use sugar paper and coloured pens so that they can makes spider diagrams or mindmaps). I also ensure that they use the sentence stems provided when speaking to the class to encourage literacy development. Each student will need to complete their own matrix. There is a homework task included in the presentation which compares the students solutions to the actual solutions implemented by Goebbels. This lesson teachers itself.