AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the reasons why Hindenburg felt confident enough to appoint Hitler as his Chancellor. Students are given the context, the details of Hitler first cabinet of 1933 and the key people within it. They are questioned as to the pitfalls Hitler might face and the obstacles thrown up by the constitution. A gap filling exercise and some source analysis will help to consolidate the learning from the lesson. The 3-2-1 plenary will ascertain the learning from the lesson An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic. Students begin the lesson with some differentiated questioning on the reasons for the collapse of the Grand Coalition and its immediate impact on Government, as well as analysing the opposition to the Young Plan and the effects on law and order. They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies. The plenary Is an odd one out activity to consolidate the learning from the lesson. Some exam practice can be completed at the end, with help and structure given to answer the question if needed. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to judge how far Jewish people and Jewish communities assimilated themselves into German society and culture. Students learn about how many Jewish people became important figures in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers such as Walter Rathenau. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community as Anti-Semitic feeling rose, Finally students judge for themselves how assimilated Jewish people and Jewish communities had become by 1929. The plenary is a flash card activity where the students link people and events to themes throughout the lesson. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the short and long term impacts of key events upon the Jewish community between 1938-40 such as the Anschluss, Kristallnacht, emigration and the invasion and Poland. Students begin the lesson by analysing the events of the Anschluss and the impact upon the Jewish community living in Austria. They are also required to match up a number of statements on the significance of decrees passed in Germany leading up to Kristallnacht and discuss why this event was pivotal for the Jewish people in Germany and Europe. Further analysis of voluntary and forced emigration within Germany and the key figures of Heydrich and Eichmann will give the students an in-depth and rounded study of the period, together with details of the flawed Madagascar plan. The lesson will culminate with a final assessment of the invasion of Poland will require them to prioritise the most important reasons for a change in policy towards the Jewish question in Europe. There is a thinking hats plenary to finish with some exam question practice, complete with markscheme finishes the lesson. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be changed and adapted to suit. It is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the radicalisation of Nazi policies towards Jewish people in the years 1940-41. The scene is set with the outbreak of war, the invasion of the Soviet Union and further restrictions placed on Jewish people in Germany. Students follow a flow diagram of events with questions posed throughout. There is also a case study of the Warsaw Ghetto and its uprising. They are then introduced to the Einsatzgruppen, what their key aims were and the possible actions they carried out in a true or false quiz. Further information, including whether the group were ‘ordinary men’ or ‘willing executioners’ is examined before students complete a quiz to check their understanding and consolidate their learning. There is some exam practice to be completed at the end, with a focused markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the extent of resistance and opposition to the Nazis in Germany. Students begin the lesson by giving reasons for opposition and how it might vary across different sections of German society. A number of tasks are completed on different types of opposition to the Nazis, from youth groups, Churches, the elites and the army. For each opposition group there are key questions, source analysis, links to video footage and a requirement to discuss and debate. The plenary exemplifies this discussion and debate with a talk like an expert task. The lesson may be delivered over two lessons. There is some exam practice to be completed at the end with the challenge that opposition methods were too varied and fragmented to be effective against the Nazis. There is a markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

The aim of this lesson is to understand why building trenches led to a static war of attrition in the First World War. It focuses on some key questions: Why did they build trenches in World War I in the first place? Why were the trenches built in zig zags? Why were there lines of trenches behind the front ones and how did they use the barbed wire and sandbags? Through video footage and visual aids, students build up a picture of what a trench looked like, the equipment a soldier would have to carry to build them and the advantages and disadvantages of protecting themselves in a trench. Key knowledge Bingo for the plenary will test students understanding of the lesson. The lesson is enquiry based with a key question of ‘How frightening was the First World War?’ using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

**The First World War ** The aim of this lesson is to question the integrity of Field Marshal Douglas Haig, one of the most controversial figures of the First World War. Does Field Marshal Douglas Haig deserve the nickname of ‘The Butcher of the Somme’? Students are given the context of the ‘Lions led by Donkeys’ argument and are then led through a journey of audio, video, and source evidence from which they have to make a judgement at the end if he deserves his nickname. They will also recognise and analyse how views about Haig have hardened and then softened over time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of war upon Nazi Germany. The lessons begins by assessing the value of some sources, to be used in some exam practice at the end, which questions the effects of the war on civilian morale. There is a missing word activity for the students to complete after studying how rationing was introduced in Germany and its repercussions. There is also a grid sheet to complete as students evaluate the four phases of the war and how the use of propaganda affected civilian morale, particularly as the German people began to realise the war was not going to plan and would not end quickly. An octagon plenary will check understanding and consolidate the learning at the end of the lesson. The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be changed and adapted to suit. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level 1C, The Tudors: England, 1485–1603 I have produced this bundle of resources on The Tudors to help A level history students access the course and make the transition from GCSE to A Level smoothly. Henry VII: Students assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances. They will judge the significance of individuals, the economic development of trade and exploration, his limited aims in foreign policy, the consequences of his diplomacy, the role of religion and the development of the arts. Henry VIII: Students will assess his character and personality, the significance of individuals in his reign such as Cardinal Wolsey, Sir Thomas More and Thomas Cromwell as well as economic development, his aims in foreign policy and the political, social, economic and religious upheaval caused by his divorce and the break with Rome. Edward VI: Students will learn how cold and callous Edward could be, the significance of the Dukes of Somerset and Northumberland and how they tackled the problems of finance, the economy, law and order, religion and foreign policy. Finally they will about the key reformers and the new Evangelicals such as Archbishop Cranmer, Bishop John Fisher and John Hooper. Mary I: Students will evaluate the significance of her Government, the role of Parliament, her marriage to Philip II of Spain, the Counter Reformation, Marian martyrs and the economic situation she inherited. Elizabeth I: Students will learn about Religious Settlement of 1559, her character and aims and how Elizabeth’s Government worked on a local as well as national level. They will judge the significance of her foreign policy in relation to Catholic and Puritan threats at home and abroad as well as poverty with increasing inflation and poor harvests. Finally they will evaluate how much the arts, education, exploration and colonisation can be attributed to a Golden Age. All the 67 lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. The individual lessons can be found starting here: https://www.tes.com/teaching-resource/resource-12787897 If you purchase this bundle, then please email me for a copy of a free Revision Guide for this A Level course worth £10.99, which can be found here: https://www.tes.com/teaching-resource/resource-13150174