This is the fourth lesson in a series covering the new Edexcel A-Level History unit: Mao's China 1949 - 1976. This series of lessons covers Key Topic four: Social and Cultural Changes 1949 - 1976. The lesson is ready to teach and includes all worksheets and sources. The lessons refer to the textbook "Communist States in the Twentieth Century " (Bunce, 2015 - Hodder) although other textbooks could be used with the lessons. During the lesson pupils will: * Discuss the general purpose and benefits of education for the individual and state. * Interpret quotations and sources from Mao to infer his attitude towards education. * Complete a card sort activity to identify the key features of education in China before 1949. * Use CPC propaganda to identify the educational priorities after 1949. * Write a speech from Mao outlining the key educational priorities of the Communists. * Use information from the text about educational reforms made by the Communists in China in the 1950s. * Debate the successes and failures of educational reforms and the impact of the Great Leap Forward. This lesson is based on a double lesson (100 minutes) but could easily be broken up into a number of smaller lessons. Please go to my shop (click on my username above) for more free and premium History lessons. If you buy this resource, please leave a review.

This is the second lesson in a scheme of work for the new GCSE Edexcel unit: Weimar and Nazi Germany 1919 - 1939 however this could easily be adapted for other exam boards and specifications. This lesson serves introduces the concept of Dolchstoss and evaluates the impact of the Treaty of Versailles on Germany after the First World War. This lesson is ready to teach and contains all resources needed. During this lesson pupils will: * Investigate the German military situation at the end of the First World War. * Watch a video to identify and evaluate the main reasons for Germany loosing the First World War. * Complete source analysis to define the key points of the stab in the back theory/Dolchstoss and discuss the attitudes of German soldiers at the end of the war. * Complete a card sort and watch a video to identify the main terms of the Treaty of Versailles. * Complete a writing task to prioritise and evaluate the impact of the Treaty of Versailles. * Complete a source analysis (cartoon) to evaluate German attitudes towards the Treaty of Versailles and discuss the concept of Diktat. * Complete a 12 mark exam question (homework) with a partial model answer. This lesson was designed for a 100 minute double lesson but could easily be broken up. If you buy this lesson please leave a review. Thanks

This lesson in from a series of lessonscovering the new Edexcel A-Level History unit: Mao's China 1949 - 1976. This lesson investigates the Great Leap Forward as part of Key Topic 2: Agriculture and Industry. The lesson is ready to teach and includes all worksheets and sources. The lessons refer to the textbook Communist States in the Twentieth Century " (Bunce, 2015 - Hodder) although other textbooks could be used with the lessons. During the lesson pupils will: * Identify the advantages and disadvantages of the backyard steel furnaces * Investigate and analyse posters from the CCP promoting the Great Leap Forward. * Evaluate Mao's reasons for launching the Great Leap Forward * Investigate the successes and failures of the Great Leap Forward and their causes. * Begin to look at the initial opposition from figures such as Peng Dehuai and Mao's response. Check out my shop for more Mao's China and other History resources. (Click on my username above) If you buy this resource, please leave a review. Thanks

This is a full lesson covering the changes in policing in Britain after 1900. This lesson is designed for the Edexcel GCSE History course Crime and punishment in Britain, c1000–present course. The PowerPoint is ready to teach and contains all the resources needed. During this lesson pupils will: Complete an ISM task about the impact of Neighbourhood Watch Use images to analyse the differences and similarities between police officers from the 19th and 20th centuries. Investigate problems with the nature of policing during the 19th century. Complete a venn diagram to evaluate the impact of changes in science and technology during the 20th century. Investigate new organisation of the police force and add detail to the venn diagram. Complete an exam question to consolidate knowledge Briefly evaluate changing opinions about the death penalty and why it was abolished. Complete an exam question about the reason for the abolition of the death penalty (Possible homework Task) Check out my shop to find more History, Geography and Science resources. Please leave a review.

This is the second lesson in a series covering Anglo-Saxon Crime and punishment and an introduction lesson to the Edexcel GCSE History course Crime and punishment in Britain, c1000–present. The download for this lesson contains all the resources needed (one powerpoint and one video question sheet) and is ready to teach. During this lesson pupils will: Use an ISM of headless bodies found in Walkington Wold to make inferences about Anglo-Saxon punishments Discuss and identify purposes of punishment in response to crime. Match common crimes from the Anglo-Saxon period with appropriate punishments Evaluate weregild as an effective response to murder. Answer questions from a video covering crime and punishment in the Anglo-Saxon period. Complete and peer assess a four mark exam question Complete a homework task to create a wanted poster for an Anglo-Saxon criminal outlining common crimes and their punishments.

This is the first lesson in a series covering Anglo-Saxon Crime and punishment and an introduction lesson to the Edexcel GCSE History course Crime and punishment in Britain, c1000–present. The PowerPoint for this lesson contains all the resources needed and is ready to teach. During this lesson pupils will: Be introduced to the Crime and Punishment Course Discuss different categories of crime that will be discussed throughout the course (crimes against person, crimes against property and moral crimes.) Use information about the social situation in Anglo-Saxon Britain to identify the types of crimes that may have been committed in towns, villages and monasteries. Complete a card sort looking at the different factors involved in policing during the Anglo-Saxon period. Complete a 12-mark question to explain the factors involved in Anglo-Saxon policing. Peer assess and discuss the 12-mark question using the exam mark scheme.

This is the second lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook "Britain: Losing and gaining and Empire, 1763 - 1914" (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Compare the design of the HMS Albion (1763) and the HMS Dreadnought (1906) and make inferences about technological advances between them. * Recap information from previous lesson about the limitations of naval ships during the age of sail. * Watch a video to identify the key advances in technology on the HMS Warrior. * Investigate and interpret image of the tug of war between HMS Rattler and HMS Alecto and suggest why it is happening. * Compare difference advances in naval technology and debate the most significant. Highlight advances made by the British and those made by other countries. * Discuss the Royal Navy transition from sail to steam. Discuss and identify key factors which would need to exist to allow this transition to occur (MEERPS) * Research specific technological advances and impacts. * Discuss the statement "Steam power was the most important technology developed/adopted by the British Navy during the 19th century. It allowed Britain to maintain its Naval superiority across the globe.” Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit. If you buy this resource, please leave a review.

This is the third lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook "Britain: Losing and gaining and Empire, 1763 - 1914" (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Discuss conditions in the Royal Navy and the recruitment problems this would cause in the 17th and 18th Centuries. * Investigate how the Royal Navy solved recruitment problems through impressment. * Identify and define key terms such as impressment, two power standard and blue water policy. * Recap roles of the royal Navy from a previous lesson * Investigate the work of the HMS Black Joke through primary sources. * Discuss the key question - Should the Royal Navy be proud of its efforts to suppress the Slave trade? Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit.

This is the Fifth lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook “Britain: Losing and gaining and Empire, 1763 - 1914” (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Examine a map of Cook’s voyages. Pupils to try and identify the purpose of the voyages and make inferences about the nature of exploration. * Use images to make inferences about the Cook’s character. * Reevaluate the map of Cook’s voyages - identify the benefits of exploration and the problems that would need to be overcome. * Quick introduction to the longitudinal problem and how it was solved. * Use source from the text to further identify reasons for Cook’s voyages and his attitudes towards new lands and native peoples. * Complete a card sort to identify the achievements of Cook and what it meant for the Royal Navy and future exploration. * Discuss the statement - "How far did the Royal Navy evolve as a result of exploration between the years 1763-1914? " * Optional Flip Learning H/W: Pupils to prepare presentations on strategic ports established and maintained by the Royal Navy to be delivered next lesson. Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit