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.

The Norman Conquest The aim of this lesson is to challenge the overarching question as to whether the punishments fitted the crimes in the Middle Ages. There is a key focus on literacy throughout the lesson, as students are introduced to a number of key words which they have to fit into a missing word activity and well as using some differentiated story source scholarship to define certain key words using inference and analytical skills. This resource uses visuals to explain the punishments used in the Middle Ages as well as the causes of crime. There is also some excellent BBC video footage to accompany the lesson. Students will be required to complete an extended piece of writing, using the key words they have learnt from the lesson as well as having to justify and explain the key concepts of crime and punishment in an odd one out activity. This lesson is designed to be interactive, fun, challenging and engaging. 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.

The French Revolution The aim of this lesson to be judge how much Britain had to fear from Napoleon. The first learning task for the students is to analyse a map of Europe in 1810, when Napoleon was considered at the height of his power, and work out which European countries were ruled over by France. There is some source scholarship on Napoleon’s army to give some context on why it was so successful. The main task is to decide how much Britain had to fear from Napoleon. Students have to emoji rate each part of Napoleon’s power, from battles, to his rule in France and his attempted invasion of Britain, before his defeat at the Battle of Trafalgar and subsequent imposition of his continental system. Students can give their overall judgements in a written task, with key words and a writing frame to help if required. As Napoleon’s power declined and therefore his fear factor, students are required to finalise his demise deciphering a dual coding task. The plenary requires them to choose the correct answers, which focus on Napoleon’s health problems and ultimate reasons for his failure and final exile to St Helena. 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.

World War II The aim of this lesson is to decide if Winston Churchill deserves the title as the ‘Greatest Briton’? When the BBC conducted a poll entitled ‘Who is the Greatest Briton?’ Winston Churchill came out on top, besting some strong competition. This lesson therefore challenges this assumption and evaluates the four areas the BBC cites as his fortitude; for being the greatest British Gentleman, for inspiring the nation, for symbolising the spirit and strength of Britain and for his comforting speeches. The evidence for this task is through radio broadcasts, video footage and source analysis (using a battery rating) from which students will conclude and either concur or not with the poll. A splat the bubble plenary will test their new assumptions. This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or WWII at Key stage 4. It 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 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 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.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the significance of the formation of NATO and the Warsaw Pact Students are given the context of why each organisation was formed and then have to analyse each flag and explain the important of each symbol using prompts to guide them. Furthermore students will need to discover how far Stalin is telling the truth about the Warsaw Pact in a true or false quiz. There is a GCSE practice question on importance to complete with help if required and a model answer given. Finally, students complete a checkpoint retrieval activity and challenge tasks to finish and reinforce the learning of the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson aims to explain how English planning for the Armada was forward thinking, complete with technological innovation, daring courage and just a little bit of luck mixed in. Students have a choice of differentiated materials at their disposal to analyse historical significance of these English innovations and the Commanders involved. Students also have a chance to use causational equations to promote linking ideas together to provide sustained lines of reasoning required for the higher level 4 answers in the marksheme There are some exemplar answers given at the end to emphasise common mistakes and how students can achieve the highest grades, which are typical of those analysed in AQA GCSE courses such as ‘getting to grips with Elizabethan England.’ 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.

This resource (in booklet form) sets out the WJEC GCSE Germany in Transition 1919-39 course in two sides of A4. This is ideal for the student who wants a quick recap before the exam as it includes all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything that has been taught! The resource can also be used for interleaving and homework tasks. I have included both PDF and Word formats if there is a need to change or adapt.

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.

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.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to examine the role of the two leaders of the Mormons; Joseph Smith and Brigham Young and the story of the Mormon migration West to Salt Lake City. Students learn the teachings of the Mormons and how isolationist the movement became in the face of so much hostility and persecution. Students have a choice of tasks using key questions or a story board to plot the life of Young and then annotate some text to analyse the leadership qualities of Brigham Young. They also complete a prioritisation activity as well as a planning thinking quilt of Brigham Young to ascertain his successful migration west. There is some GCSE exam question practice on the ‘importance’ question, with help if required and a noughts and crosses quiz at the end to reinforce the learning of the lesson. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included. The resource comes in PowerPoint format is there is a wish to adapt or change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to introduce the Fort Laramie Treaty and how the Government began to force the Plains Indians into fixed territories. Students have to decide and justify why conflict and tension grew between the Plain Indians and white settlers, with some red herrings thrown in for challenge. The terms of the Fort Laramie Treaty are given, which the students should learn and a printable worksheet is provided. They also have to rate the success of each term and/or fact about the Treaty by colour coding a battery and then deciding the problems each might cause. A quick fire quiz also will reinforce their learning. There is some GCSE question practice on the consequences question, with some help given if required. A play your cards right plenary (complete with music) will test chronology and understanding from this and previous lessons. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included on the first slide on treaties. It comes in PowerPoint format if there is a wish to adapt and change.

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.

World War II The aim of this lesson is to question whether countries should accept refugees in times of war. The start of the lesson examines who refugees are and why they may have to leave their country of origin in times of war. A modern day example of Syrian Refugees coming to Britain is used. Students are then questioned about how the Governments of the World, including Britain, reacted to refugees with their worries and quotas put in place. A case study of the Kindertransport is used with the story of one such Jewish refugee. Students will decide how this refugee might have felt with examples using the text. There is also a statistical challenge and a true and false plenary quiz aimed at correcting some misconceptions. Finally some excellent video footage is used to accompany 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 II The aim of this lesson is to decide if everyone celebrated VE Day and the end of World War 2 in May 1945. At first glance, it would appear so as famous pictures at Trafalgar Square show soldiers and civilians alike celebrating as well as the famous faces on the balcony at Buckingham Palace. Students are also given information about the lead up to the German surrender in the form of a quiz, in which they have to choose the right options to gain points. However, further investigation reveals the Americans were still fighting the Japanese in the Pacific, as well as prisoners of war still held captive around the world. Students also have to consider the terrible losses people had gone through and therefore had little cause to celebrate. I have also included some curious questions such as why did divorce rates surge at the end of the war or why were there rumours that soldiers were to be trained in jungle warfare? There is lots of video evidence from the time to accompany the lesson as well as a talking heads plenary, which analyses which leader said what at the end of the war in 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 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.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the cause and effect of the building of the Berlin Wall during the Cold War. Students will first learn about why people such as Conrad Schuman were desperate to go to the West and how the Wall was built to prevent him and others crossing to the West of Berlin. There is some source analysis and a thinking quilt designed to challenge students on the social, political and economic impact of the Wall. A narrative abacus using images will set up the students to tackle a GCSE practice question on a narrative account, with prompts and help given if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower relations and the Cold War, 1941-91 The aim of this lesson is to understand how the Soviet Union reacted to any deviation from Soviet policy and control in 1968-9. Students will learn how and why Dubcek introduced a series of reforms to give his people greater freedoms. Having analysed the reforms, students have to decide if they were social, political or economic and which problems were the greatest threat to the stability of Czechoslovakia in 1968. Students will also study Dubcek’s road map to peace and are asked some challenging questions using the information provided. The Soviet reaction is evaluated in a series of options for the students to choose and some differentiated source analysis. Finally, the impact of the Brezhnev doctrine is assessed for Czechoslovakia, relations between the satellite states, relations between the USA and the Soviet Union as well as the reputation of the USA internationally with their response to the crisis. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower relations and the Cold War, 1941-91 This lesson aims to explore the reasons why the Soviet Union invaded Afghanistan and the effect it had on Détente and international relations. Students are given a quick Geography lesson before deciphering some text mapping to work out the events leading up to the Soviet invasion of Afghanistan. They are also required to complete some questions relating to the Carter Doctrine as a consequence of the invasion. There is a colour coding activity to complete on the impact of the invasion as well as a true or false quiz on the deterioration of international relations. The plenary uses statistics to get the students thinking about the human as well as the financial cost of the war. There is some GCSE question practice to complete, with help given and a student friendly markscheme if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is for students to assess and judge the character and legacy of Stalin. The lesson begins by discovering what the students already know about Russia today or about Stalin. They will also analyse some video footage, complete a true or false quiz and then use this information to prioritise some significant facts about his early life. The main task will involve students evaluating how evil Stalin was, by giving him a rating out of 10 for a number of his policies during his rule of the Soviet Union. This can be followed up by an extended writing exercise, using prompts and key literacy words to help. A connect 4 interactive plenary activity will consolidate the learning of the lesson of Stalin’s life and his dictatorship of the Soviet Union. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and lessons 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.

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.