Revision booklet for America 1920-73 - part 3: Post-War America The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Revision booklet for America 1920-73 - part 2: Depression and the New Deal The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Lesson 8 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the problem posed by Mary Queen of Scots. The lesson starts with a recap of existing knowledge of Mary, linking in a video exploring her background and key events associated with her. Students then create a timeline exploring how she came to be in England, with focus on Elizabeth’s actions. This then leads to an exploration of Elizabeth’s options, with students considering the strengths and weaknesses of each for Elizabeth. Finally, students summarise the pros and cons of the choice made by Elizabeth to hold Mary captive in England.

Lesson 7 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the threat posed by Catholicism to Elizabeth/England by 1569. The lesson starts with a consideration of the views of the Pope, and how this would influence other Catholics. Students then explore the situation by 1568 using an interpretation, moving to an assessment of the different Catholic threats/Elizabeth’s responses by 1569. Students complete the table explaining the extent of each threat. Linking to this, students then assess the relative significance of the different threats, before holistically considering the extent of threat to Elizabethan England. Finally, students explore the successes and failures of Elizabeth in dealing with the Catholic threats.

Lesson 9 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the rebellion of the northern earls in 1569. The lesson begins with a recap of previous knowledge off the rebellion, leading to a video which introduces the causes, events and consequences. Students then use the information sheet to choose the three key points on: Causes, individuals, religious reasons, political reasons, events and significance. Students then practice a perfect paragraph on a 12-mark explain question (Explain why Catholic threats to Elizabeth increased after 1566), finishing with a plenary linked to ‘what to do with Mary, Queen of Scots’ after the rebellion (links to next lesson).

Lesson 10 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how three key plots changed how Catholics were treated in England. The lesson begins with a silent debate exploring the impact of the excommunication and the significance of this. Students then explore one of the plots (Ridolfi, Throckmorton or Babington) and create a symbol poster, moving on to teaching two other small groups and making notes on all three plots. This is then linked to a ‘describe two features’ answer which is peer-assessed. Students then explore two contrasting interpretations of Elizabeth’s treatment of Catholics, assessing which they agree with most, leading to a summary of the changing laws LINKED to the specific plots which influenced them. The lesson culminates in a summary of the successes and failures of Elizabeth in dealing with these Catholic threats.

Lesson 11 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the execution of Mary, Queen of Scots and the impact on Elizabeth, linking to a 16-mark essay plan which allows a review of the previous 6 lessons. The lesson starts with a video recapping the threat of Mary, leading to a review of the 4 plots she was implicated in with students assessing how far she was involved. Students then explore the importance of Walsingham’s spy network and explain the significance of Mary’s execution for Elizabeth. Students then debate whether Elizabeth should have ordered the execution. Students then explore how to structure the 16-mark essay and explore the assessment criteria. Students then complete the essay plan for: ‘The Revolt of the Northern Earls was the most significant challenge to Elizabeth’s rule in the years 1569–86.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • the Earl of Northumberland • Babington’s execution (1586) You must also use information of your own. Finally, a judgement line plenary ends the lesson allowing students to decide if Mary’s execution solved the issue over succession/religion for Elizabeth.

Lesson 24 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on Raleigh’s attempts and plans to colonise Virginia. The lesson starts with a review of what students already know/can remember about Walter Raleigh, leading to a video which introduces his attempts to colonise Virginia. Students then explore the factors which influenced investment in this project, explaining how each would influence support for Raleigh’s project, moving to a strengths and weaknesses table exploring Raleigh’s plan. Students then assess how strong the plan was, building to exploring the significance in the following lesson.

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.

A workbook that reviews the key content required for the 2025 Historic Environment study on Hardwick Hall. The booklet covers why manor houses were built, who Bess of Hardwick was, typical features of manor houses, how Hardwick Hall was and was not a typical manor house, changes reflected by Hardwick and essay planning.

Lesson 22 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the increase in exploration in Elizabethan England. The lesson begins with an image starter, asking students to guess why exploration was significant, leading to a video which introduces the benefits of exploration for Elizabethan England. Students then explain the significance of each factor in encouraging exploration, leading to a judgement on the most significant factor. This information is then used in a self/peer-assessed describe question. Finally, students assess the benefits of exploration, finishing the lesson with a recap plenary.

Lesson 23 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for and significance of Drake’s circumnavigation of the Globe. The lesson starts with a review of existing knowledge of Drake, leading to a video which introduces the slave trade as reason for exploration. Students then use the information to explain what Drake’s motivations were, exploring the relative significance of these. Students then complete a carousel activity exploring the differing impacts of Drake’s circumnavigation, leading to a group discussion of which was the most significant. The lesson culminates in a post-it note plenary exploring which result each student feels was the most significant.

This lesson explores the US withdrawal and eventual fall of Saigon in 1975. The lesson begins with a discussion task on what all sides would want to achieve from the peace settlement, leading to a video and handout summarising the key points agreed. Students then assess who gained the most from the agreement, justifying their choice. Students then use a video to examine how Saigon fell, leading to the creation of a spider diagram and justification of the most significant factors. Finally, students explore interpretations of the fall of Saigon, reaching a judgement on the one they most agree with.

This lesson explores the role of the Domino Theory in causing the US intervention in the Vietnam War. The lesson begins with a retrieval starter, moving on to a video which introduces the fears of the Domino Theory. Students then use an information sheet to synthesise the Domino Theory using only 20 words and imagery. Knowledge is then applied to a 4-mark source question mirroring the exam paper, which can be written up in class and peer/self-assessed. Finally, a judgement plenary explores what Eisenhower was the most worried about in relation to the Domino Theory.

This lesson explores why the Korean War was significant in the short and long term. A bingo plenary allows a recap of the key knowledge of the topic, moving into a video asking students to consider how the government would view the war in contrast to the US public. Students then use the handout to complete the Venn diagram, assessing the impact of the war in terms of human cost, the cold war and weapons build up. A post-it note plenary allows an assessment of what students consider the most signifcant impact of the war.

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.