The Suffragettes The aim of this lesson is to analyse previous perceptions of women and their role at home and in the family (the Angel on the House). Students scrutinise how women were treated in Victorian Britain with discrimination from society as well as the law and give their own analysis and judgements using sources from the time. They can do this through discussion or through an extended writing task, with help given if required. There are examples of how women were treated and a case study of a wife in an abusive marriage. The lesson includes written sources and video evidence. The plenary requires the students to show their new knowledge and comprehension of life for women at the time. 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.

World War I The aim of this lesson is to understand how Germany was punished after World War 1 and how harsh its terms were to many Germans. The first part of the lesson looks at how the map of Europe changed. Students then have to think why the Big Three had different ideas on how to treat Germany. Through various images and video footage students can see what they decided and have to justify why they came to these decisions. The terms of the Treaty are discussed and then shown how to be remembered using a chatterbox (a template is included). The final part analyses and evaluates a number of sources on the Treaty and their meanings. A recap plenary at the end of the lesson uses a spinning wheel which can be used in a competitive challenge. 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.

The lesson introduced the concept of slavery and how it has been active throughout the centuries. Students have to categorise the reasons why the transatlantic slave trade was justified by many of our contemporaries and evaluate the most important reasons for their views through differentiated tasks. They also analyse a number of sources about slavery from the Ancient Egyptians through to the present day and reveal their findings in a summarisation pyramid. The lesson is linked to the latest historical interpretations, video clips and debate. 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 Tudors The aim of this lesson is to decide which Tudor explorer deserves the most recognition in a seafaring ‘Hall of Fame’. Students are led through the journeys and discoveries of sailors in Elizabethan England from the Cabot brothers to Gerardus Mercator and his brilliant Atlas. (This was to give the navigator a map, where a line of constant bearing would cross all meridians at the same angle) The sailors achievements and the problems they encountered are given through learning activities such as a play your cards right, video evidence, a true or false quiz and a plotting exercise of Sir Francis Drake’s circumnavigation of the globe on a blank world map. The main task is to analyse and evaluate the achievements of Drake, Hawkins and Raleigh with differentiated resource materials. Students are given specific criteria to judge this before ultimately deciding who had the greatest impact and should be given the most recognition for Elizabethan exploration. The lesson concludes with a literacy key word game. 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 asserted her authority and control in the second half of her reign. The aim of this lesson is to give students the context to the role and importance the theatre played in Elizabethan England. Building upon their knowledge and understanding of Shakespeare, they will learn how the theatre adapted and changed to permanent and purpose built theatres through text analysis, a thinking quilt and video evidence. The second part of the lesson focuses on the globe theatre, with its seating arrangements and the types of plays the audiences could experience. There are some excellent video links to the BBC included in this resource. Students will then apply their skills to a choice of two exam practice questions on ‘importance’ and ‘how convincing’, with help and guidance offered if required. 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 British Empire The aim of this lesson to investigate the causes and consequences of the Boer War (1899-1902) for the British Empire and the character of Lord Horatio Kitchener, appointed Commander of the British Army in South Africa. Students are required to analyse and make judgements on his character by deciding how heroic he was, before, during and after the war by rating each of his actions. They are soon shocked to find his underhand tactics of trying to win the Boer War through initial incompetence to devastating ruthlessness as the war progressed with his scorched earth policy and the setting up of concentration camps. They also learn how the war impacted upon the Government at the time, culminating in the Liberal Reforms and evaluate how these measures helped improve public health which left a lasting legacy on Britain. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lessons are fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to investigate if Napoleon was a hero or villain. Students are introduced to Napoleon and make some initial judgements with reference to his upbringing and his early life. The main task is to analyse some giebn evidence which is focused on his career, personal life, his reforms in France and how he became Emperor of France. They are required to complete their analysis with some extended writing, complete with key words and a writing frame if required. The plenary questions whether we should regard him as a legend with links to people in the modern era. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

Conflict and Tension 1918-1939 This lesson aims to focus on how the League was organised and run on a day to day basis. Despite some strengths, students analyse its inherent weaknesses from the start. Using source material, video footage and worksheets, students work out how and why each part of its structure (such as the Assembly or the Council) was a strength as well a weaknesses. They can then put their new found knowledge to the test using specific skills to analyse and evaluate source exam practice questions. 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.

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.

Conflict and Tension 1918-1939 This lesson is split into two; the first part concentrates on the Mukden incident and the causes of Japan’s invasion into Manchuria in 1931. Students analyse a map of the area before completing a jigsaw puzzle and explaining in their own words (or pictures) the causes of the invasion. The second part of the lesson focuses on the consequences on the invasion and how powerless the League was to act, despite the moral condemnation from Lord Lytton’s report. There are some excellent links to video footage of the invasion in the lesson and how the League reacted to reinforce the learning. Students also have to decipher some visual images and text to build up a clear picture of the whole incident before they are ready to tackle a ‘write an account’ question. 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.

Conflict and Tension 1918-1939 How was the League affected by the Wall Street Crash and the Great Depression which followed? This lesson aims to explore how the League’s weaknesses came to the fore as countries such as Germany and Italy looked to dictators like Hitler and Mussolini to solve their problems. Students use a cause and consequences exercise and then analyse Stresemann’s policies to build up a picture of why the League lost favour in the 1930’s. There is also a chance to complete a GCSE source question which focuses on provenance. 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.

Conflict and Tension 1918-1939 This lesson analyses the weaknesses of the League of Nations. Students recap on some of its successes at the start and link images and films to its performance in the 1920s. They then have to analyse and evaluate a list of sixteen statements and prioritise the reasons why it ultimately failed. They are also given some GCSE exam practice questions with advice on how to answer them correctly, complete with model answers and how to plan using key skills in the exam. 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.

Conflict and Tension 1918-1939 The aim of this lesson is to analyse the thoughts of France, Britain, the USA and Russia and their reaction to Hitler’s foreign policy. Students are also introduced to Britain’s policy of appeasement and have to rate how effective negotiating with Hitler might be. Students have a choice of task from answering a GCSE question, to a balloon debate or to making flashcards to reinforce their learning. The plenary asks them to evaluate a number of silhouettes in a crowd and which character would best represent the Allied leaders. 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.

Conflict and Tension 1918-1939 What did Hitler want for Germany when he came to power and what were Hitler’s aims? This lesson is a key component to understanding and analysing the causes of World War II. Students are introduced to Hitler’s foreign policy and decide which were his six main aims for Germany. They also have to link these aims back to the Treaty of Versailles and decide what Hitler’s intentions were from the start. There is a chance to complete a literacy challenge at the end as well as answering a GCSE source question with some guidance given if required. 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.

Conflict and Tension 1918-1939 The aim of this lesson is to anaylse how Hitler united with Austria in 1938. Students will learn how Hitler fulfilled one of his aims of uniting Germans, the Volksdeutsche, by invading Austria. This time, Hitler has learned from his mistakes from the Dollfuss affair, but is now in a position of strength. Students have to decide how ruthless he is in his demands from the Austrian Prime Minister, Schuschnigg. Students complete a true or false quiz, before analysing video footage and undertaking a card sort activity to determine the causes of consequences of the invasion. This will enable the students to tackle the ‘write an account’ question. There is a retrieval grid to complete for the plenary. 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.

Conflict and Tension 1918-1939 Students in this lesson piece together the events surrounding Hitler’s invasion of the Sudetenland and ultimately Czechoslovakia. They are required to question the wisdom of the policy of appeasement, but also analyse the reasons why Chamberlain pursued this policy and the strengths and weaknesses of this. The lesson is accompanied by a quiz in which points are accumulated for the correct answers, video footage and source material which enable students to answer a ‘how useful’ GCSE source question. They also have to put events in chronological order culminating in the Munich Agreement. They then have to rate these events in order of seriousness and judge which event(s) ultimately contributed to the causes of World War II. The plenary tests the students’ new knowledge from the lesson by analysing some odd one out statements. 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.

Conflict and Tension 1918-1939 The aim of this lesson is to make sure students are able to remember the finer points of the Treaty of Versailles By the end of the lesson they should be able to give an accurate, detailed knowledge and understanding of which parts of the Treaty the Germans hated the most and why Using a podcast, video evidence and different revision techniques in the classroom such as using a chatterbox, students using this lesson will have the tools required to answer a GCSE practice question making substantiated judgements. Furthermore they are given a student friendly markscheme which they can use to peer assess their work. This lesson has a variety of learning strategies to enable a fun, engaging and challenging lesson. 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.

Conflict and Tension 1918-1939 This lesson focuses on the various attitudes and reactions of the Allies after the Treaty of Versailles was agreed and signed. The students begin by analysing and evaluating a number of sources from a German point of view and decide how and why the Germans would react in this way. They then have to plot the thoughts of the allies on a grid, again making their own conclusions and judgements on their viewpoints. The plenary is a ten question quiz which will test their new learning. 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.

Conflict and Tension 1918-1939 The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise. The lesson is quite topical and uses current political events to discuss conciliation and compromise. The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise. As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea . Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons. 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.

Conflict and Tension 1918-1939 This is an introductory lesson to the course. The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask. There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed. Students analyse the aims of the Peacemakers based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes. Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals. Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given. 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.