World War II The aim of this lesson is to question if it was really necessary for the Allies to bomb Dresden in World War II. Sir Arthur ‘Bomber’ Harris stands today as a controversial figure and therefore the lesson revolves around his reputation; did he bring an the end of the war with the bombing raids and save thousands of lives or the reverse? The lesson builds up a picture of why the bombing raids on Germany were stepped up, how the Government used propaganda posters to justify these and why Dresden was a ‘legitimate’ target. Differentiated tasks analyse the consequences of the bombing on Dresden and a mini plenary checks understanding. The ultimate task is for the students to decide if he was a war hero or a criminal, with prompts and help if required. The plenary challenges the students to link the key words to controversial themes developed throughout the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout 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.

World War I The aim of this lesson is to evaluate just how efficient and effective the new weapons of the Twentieth Century were. Students have two objectives; to rate the effectiveness and killing power of the weapons used during the war and to explain how well equipped the soldiers were in the trenches, particularly the British Tommy. The lesson begins with discussing the type of weapons used and for students to recognise the continuity and change of many of these pre, post and during World War 1. The historian Dan Snow is quoted as saying the British soldier went into World War I ‘as the best prepared soldier on the planet.’ The lesson subsequently unfolds to explain and evaluate the new weapons used and the advantages (or not) they gave each side. The plenary requires students to link the effectiveness of the weapons to images and to explain how and why this is the case. This 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.

American Civil Rights What were the Jim Crow Laws in America? Who was Jim Crow? Why did this fictional character significantly impact on American society, especially in the south in the nineteenth and twentieth centuries? What happened if you did not adhere to these laws? These questions and more will be answered in this lesson. Students analyse how black people in America were treated and why discrimination was inherent in some parts of American society and backed up by statute. They also have to recognise how these laws affected education, family life, social time and employment and prioritise the severest of these laws in their judgement. The lesson ends with some challenging questions using de bono’s 6 thinking hats. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The Tudors The aim of this lesson is to assess how ready Elizabeth was to become Queen What was the young Elizabeth like and how did her background and upbringing prepare her to be a Queen? Moreover how did the foundations of her life enable her as a woman to be strong in a man’s world? This lesson attempts to examine her attributes growing up but also shows how luck and ruthlessness also played a later part in her life. Students build up a picture of her early life through pictures, sources and video evidence before explaining her character and noting the problems she faced and how she overcame them from a young age. Activities include a a chronology exercise, a true or false quiz, video and source analysis as well as using a tree to connect her early problems (branches) and character traits (leaves). The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This lesson focuses on the threat posed by the Puritans and how Elizabeth dealt with this threat, despite prominent members in her Government, such as Walsingham, being Puritans. Students begin by understanding the nature of Puritanism and how they disagreed with the religious settlement. They are given information about a number of controversies raised in Elizabeth’s reign and by colour coding decide how much of a threat they posed. A threat’o’meter give an overall picture which they will have to justify where their judgement lies. This lesson also focuses on two GCSE questions with a ‘write an account’ and a ‘How convincing is the Source?’ question given for GCSE exam practice. Students can answer both or choose which one to tackle. The information is included in the lesson to assist in their answers. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The Industrial Revolution The aim of this lesson is to question how far the Factory and Mine Acts went to reform working conditions. Students have to decide how much credit the Government of the day should receive for reforming the conditions of workers in the factories and mines. Furthermore they will evaluate how effective the laws were that were passed and were they adhered to. Finally they will judge how much credit should be given to a number of dedicated and philanthropic individuals who were ahead of their time This lesson explores these questions by examining the evidence of children and discovers how factory owners like Titus Salt in Bradford were determined to help their workers themselves to create a harmonious and thriving community. Students have to think which Acts applied to whom using numbers as well as evaluating how much lives improved as a result of the Factory and Mines Acts. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The Norman Conquest This lesson is an introduction to the Bayeux Tapestry and follows the enquiry question of the previous lessons which seek to understand how much control William the Conqueror had over the population. The lesson explains some key facts about the tapestry and its propaganda purposes for the Normans. There is a crossword to fill in as well as some analysis of the tapestry itself. A brilliant animated video of the tapestry brings it to life and students are questioned to how the Normans and Saxons are portrayed. Students are also challenged in a Bayeux Tapestry thinking quilt, which requires them to link key words and definitions together and explain their overall significance. The lesson is interactive and gets students moving around the classroom. It is also ideal for non-specialists. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies and notes on the slides for further information. It comes in PowerPoint format which can be amended and changed to suit.

World War II The aim of this lesson is to understand how the Allies won the Battle of the Atlantic, a phrase coined by Winston Churchill during the war. Churchill himself felt this was one of the most serious threats facing the Allies and therefore during the lesson, students have to evaluate and explain how serious the threat was, before analysing the different ways the Allies subsequently reduced the threat of the U boats. Students learn why the Atlantic was so vital to Britain and how the U boat wolf packs impacted on supplies and rationing in Britain. There is various video footage to use from the BBC, as well as the boasts of Uncle Albert from Only Fools and Horses. A find and fix activity for the plenary checks student understanding of the lesson and allow them to discuss what they have learnt. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout 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.

Rise of Dictators The aim of this lesson is to assess whether Mussolini’s legacy can be compared to Julius Caesar. Did he match up to his accomplishments such as the Julian calendar, being a successful military leader, a consul of Rome as well as an Imperator. Students begin by explaining what they already know about Italy and its historical past. They also analyse the rule of Julius Caesar and what he achieved in his lifetime. They will then be given facts about Mussolini’s early life and use the information to make a judgement about him as a person, using key words and a writing framework if required. The main task will then involve them plotting Mussolini’s life on a graph taking into account his successes and failures. From this, they will then be able to evaluate if he indeed deserves to have a similar reputation and legacy to Caesar, whom he admired and attempted to emulate in his Fascist Dictatorship from 1922-43. There is some excellent video footage to accompany the lesson, together with challenging tasks culminating in a ‘what is the question task’ and an ‘odd one out’ activity. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes some retrieval practice on Dictators, suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge the significance and impact of the Pilgrimage of Grace. Students begin by studying the events of the Lincolnshire Rising and deciding the most important reasons for its causes. They are then required to analyse the motives of the key figure of Robert Aske and the significance of the subsequent Pilgrimage of Grace as well as its banner and its impact upon the north as well as the government of Henry VIII. Students will then be required to map out the resistance of three figures on Henry’s break with Rome and then question why there was in fact such little opposition to Henry at the time. There is an evaluative pyramid to complete for the plenary, before students tackle some exam question practice, with an accompanying planning sheet and markscheme if required. There is an 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate how much society changed in Tudor England under Henry VIII. Students begin the lesson by recalling how society was structured under Henry VII. They are then required to predict how much society will change, before rating how much change there actually was (using a rate ‘o’ meter gauge). They will then be able to evaluate how much change or continuity Tudor society underwent and why and for which social groups. The plenary asks what is the question from the answers given, using information from the lesson There is some exam practice to complete with a writing frame, some prompts and a markscheme to use if required. There is an enquiry question posed during 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the impact of humanism and the arts on Henry VIII. At first glance and with a title in some literature of Henry as ‘the Renaissance Prince’, it would be easy to assume he fully embraced humanism and all the new ideas from Italy, However, an in depth analysis from this lesson will bring this view into question. Students begin with a reminder and recap of the Renaissance and the humanist influencers of Erasmus, Colet and More. There are some excellent podcast and video links to further enhance student understanding of their ideas and beliefs. Students are then required to justify the view that Henry fully embraced humanist ideas with a focus on education, paintings, tapestries and music. This can be then tackled in some exam question practice, with help given and a markscheme supplied. The plenary requires the completion of some multiple choice questions to check learning from the lesson. There is an 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.

Conflict and Tension 1918-1939 The aim of this lesson is to prepare students for the GCSE question, ‘How successful was the League of Nations in the 1920’s?’ Students have to research the various actions of the League took and analyse how successful it was in avoiding war and/or settling international disputes. I have included differentiated materials and examples of scaffolding to help students of all abilities answer this question. There is an option to give feedback individually or as a class, before undertaking the question under timed conditions.There is also a teacher markscheme supplied. The plenary asks students to prepare three questions for a League of Nations official celebrity visit. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the situation in Europe on the accession of Elizabeth and decide how this will influence her foreign policy. Students recap on the foreign policy aims of previous Tudor monarchs and predict how Elizabeth will deal and react to some initial problems, such as the loss of Calais. Students will also be required to answer some key questions using the information sheets provided: Which country posed the biggest threat to Elizabeth and why? Was Elizabeth reactive or proactive? Did England follow a consistent foreign policy and who controlled it, Elizabeth or her advisers? Some exam question practice is included which will also the context of Mary, Queen of Scots. There is an 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.

The Holocaust The aim of this lesson is to evaluate the reasons why Josef Mengele escaped justice. I have been inspired to write this lesson after reading an article by Gerald Posner who spent three decades trying to track him down. The story makes fascinating reading; but was Mengele a brilliant mastermind at escape and evasion tactics or was it pure incompetence on the part of the West German authorities and a lack of will from the Western governments to track and find him? Students are given the context to Josef Mengele, his background and a very brief description of the war crimes he committed at Auschwitz, without going into specific details. They complete a missing word activity, before analysing the fake passport he used to flee to South America. The main task is to judge how believable his escape story really is, with some red herrings thrown in for good measure to get the students really thinking. Some key differentiated questions, an extended writing piece, with some ‘believable’ words as well as a thinking quilt will give the students an accurate account of his double life. There is also an excellent link to video footage of a documentary by Gerald Posner himself. The resource comes in PDF and PowerPoint formats if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to study of the fascinating Weimar culture that Germany experienced in the 1920s and evaluate how it changed Germany society with its links to modern society today. Art, film, architecture, music and cabaret, theatre and fashion radically changed in Germany and led to the Golden Age which Stresemann had laid the delicate foundations for. Students analyse these changes through artwork, sources and music of the time as well as a thinking quilt which focuses on key words and terms used in the lesson. B y the end, they have to judge how these changes have impacted upon Germany society and explain why these changes have left a lasting legacy on culture and society today. The final part of the lesson is to answer a GCSE practice question on how Weimar culture impacted upon lives in Germany in the 1920s. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The English Civil War The aim of this lesson is to question if James I was the most ‘suitable’ candidate to succeed Elizabeth I as monarch of England, Scotland and Wales. The lesson begins with the death of Elizabeth and the suggestion of the enormity of the task that lays ahead for the new monarch. James I puts down his own marker quite forcibly from the start in a letter to her chief advisor, Robert Cecil. Students have to sift through the evidence provided to make up their own minds. They are then required to report back to Cecil with their findings with scaffolding and key words provided if required. The plenary uses the blob playground for students to make links to James and his ‘characteristics’. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The Industrial Revolution The aim of this lesson is for students to analyse the changes that were happening in the Industrial Revolution and then to question if these changes made peoples’ lives better or worse. (Thus focusing on the historical skills of change and continuity and cause and consequence) The students are given a picture as they walk into the room which describes an invention that has been introduced during the Industrial Revolution. They then organise themselves into chronological order before discussing who it affected, why it would affect them and how it could transform the lives of people. They also have to decide in a Britain’s Got Talent Quiz which invention is the most important and would win the Golden Buzzer. Furthermore they analyse further changes which occurred, how they link together and for extra challenge decide how many of the changes refer to economic, social, demographic, political or technological changes. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to judge the contribution and impact Florence made to medicine. Did Florence Nightingale singly handedly improve hospitals or were improvements afoot before she went to the Crimea? This is the driving question students will have in mind as they evaluate the reputation of women, nurses and hospitals before the Crimean War. Students will also analyse the story of Florence Nightingale and decide which factors helped each part of her story – thus recognising and understanding how to link different factors to one individual. The lesson thus includes a GCSE practice question, a fabulous video link and literacy challenges throughout. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The Holocaust This lesson explores the significance of two shoes found at the Auschwitz concentration camp. Students begin to ask questions about them, relating to their state, gender, laces and condition to final decide what we know for sure about the owners. There are differentiated questions given for those who require extra help. Students are also given the testimony of Rudolf Hoss, the camp commandant of Auschwitz and have to decide which parts of it are the truth or not as the case may be. They are also given the chance to learn why badges were given out to certain inmates or why Primo Levi testified as to how he was able to endure and survive the brutality of Auschwitz until its end. Richard Dimbleby also gives his harrowing account of his first impressions of entering Bergen- Belsen extermination camp. A prioritisation exercise at the end will check recall, retention and understanding at the end of the lesson. The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson.