The Norman Conquest The aims of this lesson are to understand what the crusades were about, the significance of Jerusalem and the Holy Land and why medieval Europe answered the call of the Pope to fight there. There is some context given to the Holy Land at the start of the lesson, with some analysis of the Holy sites in Jerusalem and their significance as well as a map showing the journey of the crusaders. Students are given a character card at the start of the lesson and discover the reasons why they abd others embarked on a ‘religious’ crusade. They will plot what happens to their character throughout the lesson and learn the final consequences of their chosen actions. There are a number of differentiated learning tasks to complete, including analysis of sources and text as well as video footage, questions and plenaries to complete. This is an engaging, challenging and interactive lesson which requires students to think independently and justify their choices as well as considering the morality, the significance and impact of all five crusades of Medieval Europe. 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. It comes in PowerPoint format which can be amended and changed to suit.

I have produced these Bitesize Cards to help my GCSE History groups revise. They summarise the content for the Germany 1890-1945, Democracy and Dictatorship course, which can be overwhelming for some students. They contain the main events, people and key words needed for the exam Students can use these 14 cards in lessons or for homelearning to help them with recall, retrieval and retention. I also use them as starters in the lessons or for interleaving to help with the course content. I have broken down the revision cards down into the following themes: Kaiser Wilhelm The Treaty of Versailles Problems in Germany Super Stresemann The Rise of Hitler Hitler’s consolidation of Power The Nazi Police State The Nazi economy Propaganda Youth groups and women Churches Opposition Persecution to Genocide The German Homefront They have proved a great success as a revision tool. I have also posted them on our google classroom (digital platform) so students can access them, when GCSE practise questions are set or they are required to revise for an assessment test. They simply need cutting, hole punching and tying with treasury tags, or simply stapling together. I have included both PDF and PowerPoint versions if you wish to amend or adapt. If you like this resource, please check out my full Revision Guide for Germany: Democracy and Dictatorship 1890-1945 which can be found here: https://www.tes.com/teaching-resource/germany-democracy-and-dictatorship-revision-guide-aqa-gcse-9-1-11764985

**Medicine Through Time, c1250-present ** This resource is a condensed version of the Medicine Through Time course onto two sides of A4 . It is ideal for the student who wants a quick recap before the exam as it includes all the main details in booklet form. Simply print out double sided and fold down the middle. It is also great for giving out during revision or cover lessons, especially when the students claim they cannot remember anything they have been taught! This resource can be also used for homework and interleaving or for retrieval practice. It can also be easily emailed to parents or put on the school drive for easy access. I have included both PDF and Word formats if there is a need to change or adapt.

Edexcel GCSE 9-1 Medicine Through Time, c1250-present These key individual flashcards aim to get the students thinking of key people and their significance in medicine. I always find students have revised thoroughly for exams, but do not push their grades into the higher brackets as they focus on content rather than the individual’s impact and importance, particularly over time. These flashcards are great when addressing the 12 mark ‘explain why’ question, particularly when arguing over rapid change. There are 33 individuals listed, including those for the Historic Environment; The British sector of the Western Front. Students can use them in class (I use them as starters and plenaries) or to take home and use for their own personal revision programme. I also display them in the classroom (enlarged) and use when teaching this unit of study. The resource comes in Powerpoint format if there is a wish to adapt and change.

Edexcel GCSE 9-1, Superpower relations and the Cold War, 1941-91 This 22 page Revision Guide is tailored to the above Edexcel specification for GCSE 9-1. It is broken down into 4 main sections: Origins of the Cold War, Increasing tensions, Détente and the end of the Cold War. I have been inspired to write this Revision Guide on account of the students I teach struggling with the course content of this unit and applying the skills in how to answer the GCSE questions. This Revision Guide therefore includes 21 GCSE practice exam questions and gives examples on how to answer each, using model answers. This guide will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The questions target consequence, significance and analytical narrative with a focus on analysing events and finding connections that explain the way in which the events unfolded. The information is also broken down into an easy to use format to aid the students. The guide can be used for revision, interleaving, home learning as well as class teaching. For home learning, each student taking GCSE History has a copy assigned to them on a google drive and it is used frequently when using google classroom assignments such as revision for assessments. This Revision Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit in Microsoft Word and PDF format. Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth up to £3.50 if you do.

The British Empire The aims of the lesson are to decide who were the main beneficiaries of British rule in India. The opening slides introduce the views of modern historians to those at the time such as Cecil Rhodes, with a video link setting the scene for British rule in India and a thinking quilt to challenge students. Throughout, students are encouraged to gather and analyse the evidence to make their own judgements and conclusions. There are some beneficial aspects to British rule shown such as the building of railways, the provision of education and the introduction of law and order in the country. A focus on Mumbai’s railway station facade and its network cites the legacy of Empire as well. But at the same time a lack of sympathy for traditional customs and religious beliefs, an inadequacy of Indian officials in Government and the promotion of British wealth and power above all else will give students a lot of conflictory evidence. In the plenary, students will rate how beneficial an Empress Queen Victoria actually was for bringing India under direct British control. 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 British Empire This lesson aims to question whether Britain was in India for the right reasons. The subject matter is the East India Company and a study of how it slowly took over the country of India taking with it a precious diamond and making a fortune out of its trade. There are some great video links used here from the BBC and Dan Snow which help bring reasoning and clarity. Students are asked if we should return the Koh-i-Noor diamond to India, the jewel in the British crown, after analysing some important evidence. Students are also given key words to help them with their arguments as to whether the diamond should be returned to India or not. The final activity focuses on the legacy of the East India Company and who benefitted from their rule before the company’s eventual collapse. The lesson comes with retrieval practice activities, suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question of who benefitted from the Empire posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the challenges faced by Homesteaders in moving onto the Plains and setting up farms. Students begin by deciding how different inventions could lead to improved farming techniques. They also have to complete a true or false quiz, before using a thinking quilt to match up key facts with the correct questions. The plenary is based around the ‘are you a robot?’ idea which is becoming all too familiar when we are trying to log into a specific website. There is some follow up exam question practice using the ‘importance’ question worth 8 marks, with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a spider diagram. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to recognise the implications of the passing of the Dawes Act of 1887 and the final assimilation of the Plains Indians by the US Government. Students begin and end the lesson with a retrieval wheel using key words they have to define, which have been used throughout the course. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction. They analyse the Dawes Act in detail and make inferences from it before they evaluate its impact on the Plains Indians. There is also some source analysis to complete as well as colour coding a thinking quilt linking key terms and their definitions. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to examine the consequences of the extermination of the buffalo and the effect on the Plains Indians way of life. Students analyse the reasons how the buffalo were exterminated and then discuss why this was possible, with some prompts to help them. They also have to answer some key questions on the impact of this extermination and are required to plan a debate taking on the role of a white settler or a Plains Indian. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks, with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using the Blockbusters game, complete with changing colours and music! It comes in Powerpoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the significance of the Johnson County War and the consequences of the range wars between Homesteaders and Cattle Barons. Students are given the context of the range wars, before they have to predict what might happen as they are given 12 key scenarios ranging from the growth of the WSGA, the killing of Ella Watson and Jim Averill and the beginning and end of the Johnson County war. The plenary is a horse race team game where a series of questions are asked. Correct answers allow their horses to progress around the course. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a talking heads activity. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the consequences of overstocking the open range and the subsequent move to small ranches after the Great Die up of 1886-87. Students are required to tackle some GCSE exam question practice from the start as they have to work out reasons why and the consequences for the changes to the cattle industry. They also analyse the impact on cowboys and reasons for a decline in their demand. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction. The plenary requires them to demonstrate what they have learnt in the lesson using a summarising pyramid. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the fears over the Ghost Dance and the significance of the Wounded Knee Massacre. Students have to analyse text, answer differentiated questions and use video evidence to evaluate the reasons for the massacre and the implications of the Ghost Dance. The plenary is a connection wall which requires students to connect 4 key words together and explain why. There is some follow up exam question practice using the ‘write a narrative account ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included from the start. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the consequences of the Battle of Little Big Horn as public perceptions of the Plains Indians changed from weak savages to a real threat. Students are introduced to General Custer before analysing some text on the causes of the Battle and his subsequent defeat. For further challenge, they are then given some fragments of sentences which they have to fill out and complete. They are also required use key words to evaluate the consequences of the battle and recognise a new direction of policy for the US Government when dealing with the Plains Indians. The plenary is to create a brewing pot of ingredients which led to Custer’s last stand and defeat. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included to recall the significance of treaties. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Billy the Kid in the continued problems of law and order in the West. Students learn about his story from a young age to him acquiring his notorious reputation and have to emoji rate each part of it to judge how bad he really was. They have to give reasons for each of their judgements before they give an overall assessment of his life. There is an excellent link to a documentary to reinforce the learning. There is some follow up exam question practice using the ‘importance’ question worth 8 marks, with help given if needed. The plenary uses key letters of the alphabet to link to the learning of the lesson. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking their prior knowledge of law and order in the towns It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Wyatt Earp and the continuing problems of law and order in the West. It follows on from the previous lesson on Billy the Kid. Students learn why Wyatt Earp was employed in Tombstone and then have to emoji rate each part of his story to judge how wicked he ‘possibly’ was. They have to give reasons for each of their judgements before they give an overall assessment on his life. There is an excellent link to a documentary on Earp and well as a clip from the film Tombstone to reinforce the learning. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks, with help given if needed. The plenary is a literacy challenge which requires definitions of key words. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included from the beginning to think of the similarities and differences between Billy the Kid and Wyatt Earp. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to understand and evaluate the impact of the US Government policy on the Plains Indians. Students recall previous Government policy pre 1860 and analyse how this started to encroach on the Plains Indians way of life. They then have to analyse four areas of impact; the coming of the railroad, cattle, reservations and the discovery of gold. Using a cauldron, they have to decide which facts (or ingredients) are the most significant to mix into it. These ingredients are placed on the shelves. The higher the shelf, the more significant the impact of the ingredient. The plenary uses images (the linkee game) to decipher and recap further problems faced by the Plains Indians . Students then have to decide what happened at a consequence. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse and evaluate the effectiveness of the new inventions introduced in the 19th Century to the Great Plains to aid the Homesteaders and tackle the problems they faced. Students have to decide what a Homesteader would need with up to $1000 and use images to piece together how inventions would help them settle in the Plains. There is an effective rating activity using a battery in which they have to rate the most and least effective of all the inventions (or not if they take into account natural disasters). Some GCSE question practice focuses of the narrative account question with key exam skills attached as well as some help if required. The plenary involves students deciding on the answers to 12 answers. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using the odd one out is also included. It comes in Powerpoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to understand the reasons for the relative success of Red Cloud against the US Government as opposed to Little Crow and Black Kettle. Students have to piece together the causes behind Red Cloud’s decision for going to war despite his tribe being divided and the awareness of the previous consequences of fighting back. They learn about Fetterman’s Trap and the second Fort Laramie Treaty. They then have to decide the reasons or limits of Red Cloud’s success (such as Sitting Bull and Crazy Horse refusing to sign the Treaty). I have also included an interactive click and drag exercise using activex textboxes which moves text to complete gap fills to reinforce the learning of the lesson. The plenary uses an interactive flashcard activity linking to Plains Indian Chiefs. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in Powerpoint format which can be amended and changed to suit.