This 40 page revision guide is tailored to the Edexcel Weimar and Nazi Germany 1918-1939 specification for GCSE 9-1. It is broken down into 4 main sections: The Weimar Republic, Hitler’s rise to power, Nazi control and dictatorship and life in Nazi Germany. This revision guide includes 21 GCSE practice exam questions throughout on the 6 main questions and gives examples on how to answer each using model answers. This will enable all learners to achieve the higher grades required by the exam board, including the skills of explanation, inference and interpretation as well as source utility. The information is also broken down into an easy to use format to aid the students in their revision programme. I have also included some useful mnemonics for specific areas of study which have really helped in the past to remember subject content. This Guide has been designed to be engaging, detailed and easy to follow and come in PDF format. It can be used for revision, interleaving, homelearning as well as class teaching. Any reviews on this resource would be much appreciated. Please email me for a free copy of my Edexcel Weimar and Nazi Germany revision summary guide if you do.

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 British Empire The aim of this lesson is to explore the reasons for why Africa became so important to the British Empire and how its people were affected in a global race to exploit it. The scramble for Africa was the reference given by the Times newspaper when several European nations, including Britain, took over most of the continent of Africa. These countries looked to Africa to enrich themselves; students learn which resources they could acquire and analyse the various reasons these European powers grabbed whatever land they could. A thinking quilt challenges thinking and ideas for this scramble and the dangers involved for European nations, whilst a true or false quiz and summarising pyramid checks understanding and reinforces the aims of the lesson. There is also an excellent video link to Cecil Rhodes and his importance to British colonial power in Africa. 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 lesson is fully adaptable in PowerPoint format and can be changed to suit.

The British Empire The aim of this lesson is to discover who the Zulus were and how and why their fighting left a lasting legacy on the British Empire. Students will also find out why the British army, allegedly the best and most disciplined fighting force in the world at the time be defeated and humiliated at the Battle of Isandlwana? They will also analyse how within hours they were heroically defending their lives at Rourke’s Drift in one of the most unlikely ‘victories’ in British military history. Students evaluate both battles, creating headlines and writing articles, using argument words and second and third tier vocabulary. They finally appraise the events of 1879, concluding how both battles should be viewed overall in history and their legacy. 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 lesson is fully adaptable in PowerPoint format and can be changed to suit.

Britain: Health and the People, C.1000AD to present With revision constantly in full swing, I have started to make these revision workbooks which my Year 11 students love (as an alternative to death by Powerpoint). We pick certain sections each lesson to revise and come up with model answers and discuss the best way to tackle each question in the best way, considering exam time constraints. I print out the sheets in A5, which the students stick in their books and use to colour code Students answer the questions next to or underneath the sheets. They can also be used for homework or interleaving. The resource comes in Word format if there is a need to change or adapt.

With revision in full swing, I have started to make these revision workbooks, which my Year 11 students love (as an alternative to death by Powerpoint). We pick certain sections each lesson to revise and come up with model answers and discuss the best way to tackle each question, considering exam time constraints. I print out the sheets in A5, which the students stick in their books and use to colour code They answer the questions next to or underneath the sheets. They can also be used for homework or interleaving.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to explain to the students the tricks and skills of answering the source questions set in this part of the exam. They will learn how to comment on the utility and purpose of sources, by questioning their provenance as well as using their own knowledge. They will analyse a variety of sources and be able to question their relevance and well as their limitations. Students will also write about the details of a source and follow these up with questions of their own. I have provided exemplar answers in this lesson and examples of the skills to use when completing GCSE exam questions. Activities also include recall and retrieval, analysis and evaluation of different types of sources as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This double lesson aims to explain the treatment soldiers received on the battlefield for their injuries and the new treatments available or being developed to aid their recovery. Students will analyse and evaluate the work of the RAMC, F.A.N.Y, V.A.D.'s as well as the role played by Regimental Aid Posts, Advanced Dressing Stations, Casualty Clearing Stations and Base Hospitals, There is also a case study of the underground hospital at Arras. They will focus on the significant advances in the treatment of the wounded including the Thomas Splint, the Carrel-Dakin method of using a sterilised salt solution in the wound, mobile and static x-ray units and portable blood transfusion kits as well as the ability to store blood. Furthermore there are case studies involving the pioneering work of brain surgeon Harvey Cushing and the reconstructive facial surgery of Harold Gillies, Activities include recall and retrieval, evaluation and analysis, summarising, discussion and debate, source analysis, the use of video evidence as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show how fighting in the trenches led to terrible injuries, infection and problems in treated the wounded. Students judge which medical conditions were the worst and rate them according to their severity. Case studies include trench foot and shellshock with an excellent BBC link to treating infection on the battlefield. They also learn the difficulties of transporting the wounded and which facilities were available for this at the beginning of 1914 and how this changed over time. Activities include recall and retrieval, evaluation and judgement, discussion and debate, a thinking quilt linking ideas together, as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to give the context of medical treatments and the advancements made before the outbreak of war in 1914. The lesson focuses on three areas: the strides made in the understanding infection and aseptic surgery, x-rays and blood transfusion. Activities include two different types of retrieval practice, note taking using video evidence, analysis of text and questioning, as well problem solving and GCSE question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowePoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show the devastating effect upon the soldiers, both physically and mentally from the new technological advances in warfare used at the beginning of the twentieth century. The weapons analysed, for example, include the use of the Lee Enfield Rifle, the machine gun, grenades, artillery shells as well as the use of gas. Activities include retrieval practice, the evaluation of the weapons used and their effect on the soldiers, the use of video evidence, a true or false and noughts and crosses quiz as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to give the context of the British sector of the Western Front and the theatre of war in Flanders and Northern France, the Ypres Salient, the Somme, Arras and Cambrai. They will also discover that not all the fighting was done in muddy trenches as most students generalise about. Students will learn why there was a salient around Ypres and the advantages this gave the Germans on the higher ground, including Hill 60. They will analyse the horrific death and injuries suffered on the first day of the battle of the Somme and why this battle was initiated in the first place. Furthermore they will investigate the tunnelling system around Arras and the hospital built there, now called the Wellington Tunnels. Finally they are given information about Cambrai and judge the impact of the tank in the overall outcome of the battle. Activities include retrieval practice, the use of video evidence, a prioritising exercise as well as discussion and debate. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to set the scene for the beginning of trench warfare and the problems for medical treatment on the battlefields of World War 1. Students will analyse the setting up of the trenches, how and why they were dug, which equipment they needed and how they used the trenches to defend and attack the enemy. They also assess the lie of the land and how this impacted on medicine and the wounded and the problems created. Activities include retrieval practice, evaluation of the terrain, use of video evidence as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

I have put together a few ideas I have had on retrieval practise, which is helping my students discuss and debate more than ever before. Many thanks to @mrfitzhist for the inspiration to make them. They come in PDF and Powerpoint format so you can change and adapt if needed. If you like these resources, please follow me on twitter for more ideas @pilgrim_17

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.

Cold War and the Olympics This lesson explores the link between the Cold War and sport. As with technology and space exploration, sport was an area where rival powers could prove or assert their dominance without going to war. Students compete a recall, retention and retrieval task on the previous Vietnam War lesson before undertaking a true or false quiz. They analyse and evaluate medal tally statistics from previous Olympics and make judgement about the anomalies in different years. They are given an account of the history of Olympic success and are challenged as to why it was so important to do well for your respective country. As with previous lessons they use the light bulb and key question to continue to annotate around as the fear of losing spurred both nations on to different extremes. No lesson on Cold War sports would be complete without refence to the Rocky film and the US propaganda machine is in full force as grit and determination to train is pitted against the use of drugs to cheat. Students can then determine which statement to agree with and use argument words to convince their peers. . The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

Cold War This first lesson aims to set the scene of Europe from 1945 with the defeat of Germany. The first part of the lesson investigates Hitler’s death, as the students break down and summarise some text into headings before writing a narrative account of the events. The second part investigates the aims of the Big Three and what they agreed should happen to Germany and Berlin at the end of the War. Students scrutinise and decide what each of the leaders (Roosevelt, Stalin and Churchill) might have said at Tehran and Yalta and complete a suspicions grid to be able to explain and justify these growing tensions. The central theme throughout this and the proceeding ten lessons is to ask why civilians feared for their lives? In a new era after World War 2, suspicions and rivalries arose between the two new superpowers, the USA and the USSR. Each lesson explores these growing tensions and ultimately questions why people thought a nuclear war was imminent. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

The Cold War The aim of this lesson is to explore the winds of change within the USSR as Perestroika and Glasnost are introduced with the appointment of Gorbachev as General Secretary of the Communist Party of the Soviet Union. But despite all the achievements he made, was it all in vain and just how successful was he with the Soviet Union in his short six years in office? Students are required to emoji rate the problems facing Gorbachev in 1985 and then justify the most serious one using a pressure gauge. Furthermore they have to evaluate how successful his policies were and how they were received in the west as compared to back home. A thinking quilt at the end challenges their thinking as they have to group all they have learnt into categories and then explain the significance of each fact. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? 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 the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in 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.

Cold War The aim of this lesson is to analyse the Korea War between 1950-53 and understand the threat North Korea poses to the world today, with its insistence on spending millions on producing nuclear weapons despite catastrophic failures of industry and the famine of the 1990’s. Students learn about present day Korea using a brilliant video link, and annotate key facts around a map. They analyse key information about the Korean War in the 1950s and how this produced an armistice in 1953, which is still in force today. Students have to complete a variety of differentiated tasks which focus on the causes and consequences of the war and evaluate the reasons for the subsequent stalemate. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? 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 the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in 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.

Cold War The aim of this extended lesson on the Vietnam War is to analyse its significance; from its dubious beginnings and inception to the types of weapons used, the war crimes which followed and the ensuing lack of support at home as well as the consequences for the civilian population of Vietnam. So why did America fail to win this war despite overwhelming manpower, control of the air and sea and the most modern military weapons available at the time? As a starting point, students focus on Paul Hardcastle’s 19 song and his reasons for writing it and analyse the photograph of Kim Phúc before examining the details surrounding the Gulf of Tonkin resolution. They are given a number of differentiated tasks to analyse both American and Vietcong tactics to win the war (using printable worksheets) and the horrors surrounding search and destroy and the My Lai massacre, the tunnelling system as well as the use of napalm and agent orange. At the end they will prioritise the reasons for Vietcong success and American failure and how this war played its key part in the Cold War. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? 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 the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.