Lesson 6 of the 2026 AQA 8145 Historic Environment series on the Globe Theatre. The lesson begins with a rapid recap of retrieval questions reviewing the Globe (answers included), moving to a recap of how the Globe was and was not typical of Elizabethan theatre. Students then use the mark scheme to explore how to approach the question, leading to a PEE planning grid of potential essay stems. Students then use this to plan an answer to a potential 16-mark question (focusing on increase in wealth and rise of gentry as stated factor), which can be written up at home or in class. A model answer of this will also be provided in the bundle. Finally, students explore a model paragraph as a plenary, assessing the strengths and weaknesses of this.

The first lesson in the 2026 Historic Environment on the Globe Theatre. The lesson begins with a source exploration of theatre before Elizabeth I’s reign, leading to a video introducing the changes to the theatre at this time. Students then complete a data capture task to investigate how the theatre developed, focusing on the design, playwright, Master of Revels etc. Students then use a diagram of the Globe and their learning to describe two key features of a typical Elizabethan theatre, leading to a think-pair-share review. Finally, students complete a ‘reduction’ plenary, summarising their learning on the development of the theatre.

This lesson explores the role of Edward Jenner in the development of causes and cures, focusing on vaccination and the significance, linking to utility. The lesson begins with a picture link, moving on to inoculation and why this was used. A video then introduces the work of Jenner and discovery of vaccination, leading to an explanation of why this was significant. Students then rank reasons for opposition and move to consider the overall significance of the discovery of vaccinations. Finally, students apply knowledge to an 8-mark utility question, leading to a judgement line plenary on the overall importance of vaccination.

Lesson exploring social and economic policies of Kennedy and Johnson. JFK picture starter, analysis of JFK quote, highlight successes and failures of 'new frontier', assessment of success of this, analysis of Johnson quote, card sort on Great Society Programme - used to create a positive/negative table, video interpretation of the Great Society (opportunity to analyse provenance), justification plenary on who made a larger impact to society in the 1960s - Kennedy or Johnson.

A lesson exploring how effective the New Deal was in bringing recovery. The lesson begins with a recap of the Alphabet Agencies using a card sort, leading to completion of a data capture sheet assessing how far the New Deal worked across different groups/areas. Students then categorise the impact of the New Deal cards into successes and failures, allowing students to reach a summary judgement about the New Deal’s impact. Students then apply their learning to planning and 8-mark ‘which interpretation do you find the most convincing’ question, leading to a timed answer (with model answer included). The lesson concludes with students exploring which interpretation of the New Deal they find the most convincing and why.

A lesson exploring the aims, policies and agencies of the New Deal. The lesson starts with a hypothesis of Roosevelt’s priorities when he took office, leading to videos allowing an exploration of the positives and negatives of the New Deal. Students then complete the data capture sheet exploring the New Deal, leading to a categorisation of the different Alphabet Agencies into successes and failures. Students then make inferences from an interpretation on the success of the New Deal before a recap plenary of different agencies.

Lesson exploring what McCarthyism was and the impact. Model answer starter (from previous lesson), educational Cold War film from 1950s to introduce fear to the USA, cause of fear of communism categorisation task, McCarthyism exploration on worksheet, continuum plenary regarding extent of impact of McCarthyism

Starter using key events of 1965-67 to explore why black Americans were dissatisfied (paired table), Black Power salute source and video, group task examining one area of Black Power (Nation of Islam, Black Panthers, SNCC and Malcolm X) assessing successes and limitations of each, assessment of civil rights legislation to tackle issues - challenge questions built in regarding most significant legislation, video on assassination of MLK, describe (4 mark question) plenary regarding legislation.

Picture starter, recap on 1920s and 30s society, carousel activity exploring aspects such as cinema, advertising, rock and roll music, application of knowledge in an 8 mark "in what ways were" question and an interpretation plenary. Model answer to question attached - used as a starter in the following lesson.

Lesson exploring the post-ww2 prosperity. Starter explores what the American dream was using pictures and video footage, spider diagram creation of causes of prosperity, card sort on impact of prosperity (positive and negative), 4 mark describe question and judgement line plenary on the extent of the American dream.

Lesson exploring segregation in the 1940s and 50s and the challenges to educational segregation in Brown v Topeka and Little Rock. Starter for 10 recapping previous lessons, source exploration of jim crow laws, reduction task on segregation laws, team case study challenge - one group have Brown V Topeka, the other Little Rock - five minutes to summarise and choose the top 5 factors, interpretation grid used to scaffold the first three questions (how differ, why differ and which is most convincing). Pupils can use the planning grid to answer the three questions. Video plenaries.

Lesson 3 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on Hardwick Hall in detail. The lesson begins with a video introducing Hardwick Hall and the key features, leading to how Hardwick fits the ‘typical features’ of a manor house from L1. Students then recap Bess and how she was able to fund the creation of Hardwick Hall, moving on to assessing how Hardwick Hall was similar/different to typical Elizabethan manor houses. A taboo plenary recaps the key terminology from the lesson.

Lesson 5 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on application of knowledge of Hardwick Hall to the 16-mark essay on the Elizabethan paper. The lesson begins with a recap of the changes in the period demonstrated by Hardwick, leading to a paired retrieval task reviewing the key features of Hardwick. Students then explore the 16-mark essay criteria and then apply their learning to a plan for the following question: “The main change that Elizabethan manor houses demonstrated was the greater prosperity of their owners”. How far does a study of Hardwick Hall support this statement? You should refer to Hardwick Hall and your contextual knowledge. (16 marks). Students then explore a WAGOLL paragraph and assess the strengths and weaknesses of this. A model answer for this question is included in the bundle pack.

This double lesson explores what the My Lai Massacre was and how it influenced public views on the war. The lesson starts with analysis of a quote by Nixon, asking students to explore what the lesson is focused on. Students then use the video to note down why the massacre happened and what happened. A discussion then focuses on why students think the massacre occurred and who is to blame. Students then use a handout to explore how Charlie Company was and was not at fault, leading to an exploration of reactions to the massacre. Students then create a mind map of how the My Lai massacre contributed to US failure in Vietnam. Students then explore who they think was to blame for the massacre. The lesson culminates in planning and answering the following question: Write an account of how the Tet Offensive was a turning point in the Vietnam War (8 marks) - students can then write it up in timed conditions.

This lesson focuses on a review of the key content and assessing the impact of the war and the ultimate reasons for US military failure. The lesson begins with a ‘giant post it’ task reviewing knowledge of Vietnam. Students then recap the successes and failures of the four key Presidents linked to Vietnam (Eisenhower, Kennedy, Johnson and Nixon), asking students to consider the relative success of each. A categorisation task then considers the US failures and VC successes, leading to exploration of the impact using the Oxford AQA textbook and previous knowledge to explore the impact of the Vietnam War. Students then utilise this learning in a ‘perfect paragraph’ task for the 8-mark write an account question. Finally, students use a model answer focusing on why the US lost the war to explore why this would achieve a Level 4 in the 16-mark essay response.

L1 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This double lesson explores how the voyages of exploration benefited Elizabethan England. The lesson begins with an inference source starter, leading to a video clip demonstrating how exploration advanced in this period. Students then rank the main reasons for these voyages, justifying their top 3 choices. Students then explore 5 key Elizabethan explorers, outlining for each their successes and negatives from their voyages. The lesson then moves into a direct comparison between the contribution made by Drake and Raleigh to Elizabethan England, linking into an 8-mark ‘explain what was important’ response with mark scheme and assessment grid included. The lesson culminates in a review of the main motivations for voyages, explorers and benefits these voyages brought in the wider Elizabethan context.

Lesson 7 in the series of lessons for the 2024 HE pack on Drake’s circumnavigation. This double lesson begins with a recap of the key historical knowledge gained in the past 6 lessons, linking to the circumnavigation. Students then explore a question focused on changes demonstrated by voyages, explaining 4 key changes/developments to plan this specific question style. Students then use the mark scheme to create their own ‘top tips’ for the 16-mark essay, moving on to a plan for a question focused on the main results of voyages like the circumnavigation: “The main result of journeys of exploration was the increase in the wealth and power of Elizabethan England”. How far does the study of Drake’s circumnavigation support this statement? This essay can be answered at home in timed conditions within the lesson. Finally, students annotate a model paragraph for this question exploring the strengths. If there is time students could also make amendments and improve the paragraph.

The final lesson in the sequence on the Korean War assesses how much each side gained/lost and applies knowledge to a 16-mark essay question. The lesson begins with a knowledge recap of the causes, cost and impact of the Korean War. Students then assess how much each nation gained and lost, exploring how far each achieved their aims. Students then apply their knowledge to a 16-mark essay question: ‘The main result of the war in Korea, 1950–1953, was that Communist forces had been removed from South Korea.’ How far do you agree with this statement? - completing the essay plan. A model answer is also included. Finally, students review their learning with a ‘trio’ discussion plenary.

This lesson explores the events of the Korean War with a focus on the UN actions and Communist response. The lesson starts with a retrieval recap of the learning on Korea so far, moving to a comparison of Truman and MacArthur and their profiles to assess what potential issues could arise from this. Students then use the hand out to assess what happened at each stage of the Korean War, using the information to explain the extent of the US control over the UN. Students then assess how successful the UN intervention was, leading to a corners plenary to show a judgement. Students then apply their learning so far to the question: Write an account of how events in Korea became an international crisis (8 marks).

Lesson 25 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This double lesson explores why the attempts to colonise Virginia was significant. A starter for 10 recaps the learning on society, leading to an explanation of the significance of Virginia for England, ranking the most to least significant. Students then complete a carousel activity examining the reasons why the colonisation of Virginia failed. Students then apply their learning from the past three lessons to the following 16-mark essay question: ‘The main reason that voyages of exploration were undertaken during Elizabeth’s reign was to increase England’s wealth.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • Spain and the New World • Elizabeth I You must also use information of your own. This can be answered timed, or at home. Finally, students assess how far they think the failures in Virginia were due to Walter Raleigh.