LESSON 1: A starter to recap previous knowledge from the course. An overview of the difficult situation Hitler was still in, surrounded and controlled as chancellor with little power. An activity to take notes about the Reichstag Fire and Enabling Act. A Cornell Notes activity to make notes as the slides move on and give an overview of the Night of the Long Knives. The causes, events and consequences are covered by a YouTube video and the students make notes on their worksheet. ** LESSON 2:** A starter to recap the Night of the Long Knives events. An opportunity to complete the consequences of the event using on-board guidance. A video to summarise the relationship between Hitler and Von Hindenberg, and then his death and the effect it had on Hitler’s proclamation of Fuhrer.  An activity to complete a timeline graph of the events which led to Hitler becoming dictator. Students assess the importance of each on the graph. A choice of plenaries: the first is a discussion about how Hitler overcame certain obstacles and the second is a source analysis. Attachments: 1 x Powerpoint Presentation 5 x Publisher Files

This lesson contains: A discussion of a starter image of America sneezing. Students interpret the quote about America sneezing and everyone else getting a cold. A background into the situation by 1928 after the failure at the elections and the Nazis struggling. This is consolidated by an interpretations question. An introduction to the Great Depression using info and a YouTube video to discuss the impact it might have on Germany. A worksheet task to complete a gap fill diagram to show how the Depression in the USA affected German businesses, the economy and then the people, resulting in increased popularity for the Nazis. Excellent to keep in their books. A task to study reasons why people now started voting for the Nazis from different social groups. There is a consolidation task on this at the end. A plenary to argue for or against the views of two women sat at a cafe table. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to put events from the course in chronological order. A background of the refugee crisis and the Berlin tensions. This also includes the request by Walter Ulbricht to build a barrier. A study of why the Wall was built. Students complete the sentences to summarise why. An on-board explanation of how the Wall was built from the first wire fence to the concrete structures. Students consolidate this by complete the diagram on the worksheet to show the features of the Wall. A YouTube video which brings to life the building of the Berlin Wall and those who tried to explain. The consequences of the Berlin Wall and a YouTube video of Kennedy’s speech and its effects. Students complete the consequences using the information provided. A choice of plenaries: an exam question or a revision quiz. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recall previous knowledge. A background of the end of Carter’s presidency and the rise of Ronald Reagan, including his feelings about Communism and using a short YouTube video to show some of the jokes he made about Communism. Another YouTube video giving a background of Reagan and his views about the USSR with a consolidation exercise using the information sheet provided. An opportunity to study Reagan’s defensive policies, studying the information and completing the given questions. A brief overview of SDI and then a longer study of the consequences using the information provided. Its impact on the USSR is covered. A guided narrative question with PPT support for it. And a plenary with recap questions. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter on the board to recap some previous knowledge. An introduction to opposition to the Nazis using a YouTube video and some discussion questions on the side of the PPT to answer. A Cornell Notes worksheet which the students use to complete info on the different resistance groups including the Edelweiss Pirates, Swing Youth, the army itself and members of the clergy. An opportunity to write 5-8 questions on the worksheet and complete a summary of what they have learned to consolidate. A chance to study a source and practice source analysis on it using the on-screen guidance. A plenary to complete a tick sheet to show the effectiveness of the opposition and how much of a threat each group was. Attachments: 1 x Powerpoint Presentation 1 x Publisher File 2 x Word Files

LESSON 1: An overview of the short, medium and long term reasons for the Munich Putsch. A discussion of the plans for the Putsch and a YouTube video to give a good overview of the Putsch. An activity to write reasons why it failed. A colour-coding activity to discover the consequences for Hitler and the Nazis. A plenary quiz. LESSON TWO: An overview of the events of the Putsch. A chance to study two differing interpretations on the success or failure of the Putsch. An activity to go over with students how to correctly answer the interpretations question and a guide to answer it in full. A handout with the two interpretations and space to write.

This lesson contains: A starter quiz based on previous course material. An introduction to the role of Goebbels as propaganda minister. A Youtube Video to emphasis the role of propaganda and its aims. An activity on the worksheet provided, with students making notes on rallies, newspapers, radio, film, lierature, art architecture, sports and censorship as forms of propaganda. A review activity to consider the most effective methods. Attachments: 1 x Powerpoint Presentations 1 x Publisher File

This lesson contains: An introduction to the methods used by the Nazis to control people. A YouTube video which summarises the main methods of fear and terror used to control the masses, including the SS, SD, Gestapo, Concentration Camps and the Courts. Students use Cornell Notes to make notes as it plays. A longer, indepth look at concentration camps, including the spread of them, the way people were treated and the badges. An indepth literacy task to write an exam-style question as the students research using the information sheets provided. This is advanced, as the students not only read the info, they have to process the info and then convert it into an exam response all at the same time. A choice of plenaries: either a comprehension quiz, or a source skills exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: An overview of Adolf Hitler’s frustrations after WW1. An activity to describe the goals of the early DAP and Anton Drexler. A mind mapping activity to use the information on the sheet and the PPT to make notes on Hitler’s personal appeal, the 25 Points, the SA, the new leaders in the Party and the organisation of the new NSDAP under Hitler, including the salute and the swastika. A plenary review task to discuss whether the changes to the early party paid off and brought in members. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter task to check students’ chronological knowledge of the common monarchs studied at KS3. Feel free to change or alter (or add) as needed. An overview of what a civil war is. Students have an opportunity to discuss this and then write down a definition. Students then find out it is between Charles and parliament. There is a chance here to discuss what parliament is, if the students don’t already know it. The students can then be shown an overview slide that shows the death toll and impact the war will go on to have. An activity to note down, from teacher-led slides, the beliefs which Charles held. This will help to build a picture of the reasons why a potential conflict might arise. This includes his power beliefs (divine right of kings), his religious beliefs and his financial beliefs. This helps later when the students categorise the reasons for the war into these groups. There is a video giving an overview of the causes of the Civil War that students may find interesting. It is made by English Heritage. A main activity which might span over the two lessons. This is to follow the narrative of events (a 3 page information booklet provided) and complete their timeline on the worksheet provided. This maps out the major events in the road to war. For each event, students summarise what caused the disagreement and then judge, using the scale, how much guilt Charles had for each event. The students will then colour-code the timeline to show whether the cause is to do with power, money or religion. There Is then a chance to do a write up using the evidence they have gained. This is to decide whether Charles was to blame. The students could be asked to also do a ‘one hand, other hand’ piece of work if you prefer. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

Lesson One: A starter confirming Harold’s resistance to William’s attacks and using a source to anticipate what kind of man Harold was. An overview of the different soldiers each side had and students use the information provided to note down the advantages of each side. A discussion of the battlefield at Hastings on Senlac Hill. Students label a picture of the layout with the troops on each side and the advantages of Harold’s position. They discuss what strategies both sides could use to win. A video is used (10 mins) that explains the events that took place with some consolidation questions. A final activity to do a true and false plenary. Lesson Two: An introduction with a quote from Marc Morris about William’s victory being due to incredible luck - students will debate this at the end. An on-board animated recap of the battle with some actions and discussion questions along the way. Sources at the end to discuss the final moments of the battle. A task to colour-code the reasons why William won as luck, strategy or William himself. Students then use this to write up why William won using the on-board guidence to argue with Marc morris (that it was luck) or against (pick another factor). Attachments: 1 x Powerpoint Presentation 3 x Word Files 1 x Publisher File

This double lesson contains: A starter to consider some images of Plains Indians doing a buffalo dance and what we can learn. An introduction into the lives of the Plains Indians. Students can have a copy of the worksheet. This has always been most effective as an A3 organiser. For the tribe structure, this is done on the PPT, teacher led. The importance of horses and buffalo uses the information sheet provided. The Plains Indians beliefs is done by a YouTube video and student take notes in the relevant boxes. Then for attitudes to war, this is a YouTube video and the information sheet in combination. This will spill over from lesson 1 into lesson 2 on this topic. A final activity in which students connect the problems Indians faced on the Plains with the solution they found. A plenary quiz drawing on both lessons of this topic. Attachments: 1 x Powerpoint Presentation 1 x Word Files 2 x Publisher Files

Lesson 1: A starter to recap previous course knowledge. A background to the lives of women in Weimar Germany and the new views of women in Nazi Germany, including the principles of Kinder, Kirche, Kuche. Some slides which give an insight into the Nazi views of women, with quotes from key Nazis, discussion of motherhood, girls and toy dolls etc. An activity to use a series of sources, which can be used as a carousal or in groups, which students use to extract the key information and fill in their worksheets to show attitudes and laws about work, marriage and appearance. A tick table with lots of statements about the success of Nazi policies towards women. Students judge the effectiveness of each statement, and overall. A plenary to discuss the major changes since Weimar Germany. Lesson 2: A starter with a source and a two inferences question. An opportunity to study a source from a woman at a Nazi rally, using the content, nature, origin, purpose method to analyse it. A video from YouTube to help recap the policies and lws towards women to allow the completion of stronger analysis. An exemplar is also provided for you to potentially work through with your students and critique. A final exam question asking ‘how far’ they agree with a given statement. Attachments: 1 x Powerpoint Presentation 5 x Publisher Files 2 x Word Files

LESSON 1: A starter to pick the odd one out from each of the three boxes, and explain it. Background information about the allied war effort against Hitler and the idea of the Grand Alliance. An introduction to the Tehran conference and a discussion of why it was so important for the allies to get along. A video created by Andy Hassan of Mr. Hassan History is provided to summarise the outcomes of the conference. Students then use the information provided to complete a worksheet as they go. An overview of the Yalta conference and a discussion the changing dynamics based on the state of the war. A video created by Andy Hassan of Mr. Hassan History is provided to summarise the outcomes of the conference. Students then use the information provided to complete a worksheet as they go. A plenary with some sentence completion recall questions. LESSON 2: A starter to recall what went well, and what didn’t, at Yalta. A background into the changes going into Potsdam, including the defeat of Hitler, Roosevelt’s death and the invention of nuclear energy. A discussion of why the allies met and who attended. Students watch a brief video from Andy Hassan of Mr. Hassan History to summarise the outcomes of the conference. Students use the information provided to note down the major agreements and disagreements from the conference. An opportunity to do a narrative using the help prompts on the board to direct the students in how to write a narrative. An example is used from a simple movie to show the importance of linking events. The help on the board will assist the students writing their narrative. A choice of final plenaries: either a sorting table or quiz questions. Attachments: 1 x Powerpoint Presentation 4 x Publisher Files 2 x Video Files

Lesson 1: A starter, which can be stuck in, to answer a quick quiz about previous course material. A recap of the need for a ‘big push’ to capitalise on the Great Depression and how the Nazis planned to do this. An overview of the different reasons Hitler gained massive popularity and power in this period, from those that the Nazis controlled (the SA, Hitler’s personality etc.), and those they couldn’t control (i.e. Depression, weak opposition etc.) An activity to study the information provided and complete the worksheet to show the facts about each reason. This will take a bit of time. An opportunity to rank the reasons in order of their importance and explain why. Lesson 2: A starter to recap from lesson 1. An activity to complete the ‘road to power’ worksheet using the on-board information about the political scheming which led to Hitler’s appointment as chancellor. Alternatively, you could print the slides and students could work in groups to share the information as info cards. A task to rank all reasons, including political scheming, in ‘significance circles’. An opportunity to complete an exam question to consolidate knowledge. Attachments: 1 x Powerpoint Presentation 6 x Publisher Files

LESSON 1 A starter to ask students to discuss types of crimes that take place in society. crime. This will lead on to talk about the environment facilitating crime in Whitechapel. A task for students to discuss what they want to find out about Jack the Ripper. A visual discussion on-board about the conditions in Whitechapel using maps and a YouTube video. A literacy task using ‘The Five’ by Hallie Reubenhold to assess what problems existed in Whitechapel, and how they made the murders possible. LESSON 2 A starter to consider how crimes are solved today, and then how crimes may have been solved in 1888. This leads on to the tasks. There is a video from Bloody Britain on YouTube that is shown to give the ‘story’ of the crimes and the victims. Students then start to profile the killer including what he might do for a job, where he might live, what kind of person (i.e. insane) he might be. These initial thoughts may change as the lessons go on and lead tot he suspects lesson. There is an optional task using information cards instead to create a mind map. You can extend this by providing a map of Whitechapel and students also label where the bodies were found. LESSONS 3-4 A starter to recap previous knowledge so far in the JTR module. A discussion of guilt based on evidence - a picture of a cat is used to facilitate a discussion of how we know there is guilt. A task for students to study a large table with descriptions of witness statements. Students put short info in each descriptor box (leave any N/A blank) and begin to theorise what Jack looked like. Students summarise at end. Extension - Students can read the Dear Boss letter and analyse the writing for what each part means. Students might be extended to think about what this tells us about the killer (i.e. educated, nice writing, could be a doctor etc.) and it will change some of their theories. LESSON 5 A starter to recap past knowledge gained on the course so far. An introduction tot he five main suspects (each of them is real). Students use the workbook and the information sheet provided to write reasons for an against each suspect. This can often fill an entire page. Some students stick on extra notes. You could get them to write reasons why they could be the Ripper in one colour, and why not in another colour - make sure students explain - E.g. does he know Whitechapel well…therefore could he do the crime then escape easily? There is a further extension to consider further evidence in the table. For each piece, students tick the suspect it best relates to. This can give further evidence for the assessment. LESSON 6 Students bring everything together to plan, in their workbooks, what they will put in each paragraph. You can edit the question to simply be ‘who was JTR’ or keep the ‘how far do you agree’ version. Students then get 30 minutes to write their essay.