Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to assess then impact of consequences of the Bay of Pigs invasion during the Cold War. Students begin by analysing Castro’s personality in a literacy task, with key word indicators to help. They then have to decide, or not as the case may be, as to whether it was crystal clear if Castro was leaning towards the USA or the Soviet Union. The main task is to find out what happened at the Bay of Pigs, using video evidence and then evaluate the consequences of the invasion in the development of Cold War relations. There is some GCSE exam practice to finish on the importance of the invasion with help and a scaffold included, as well as a model answer for reference. .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 re-evaluate the importance of Berlin in 1958 during the Cold War. Students recap on previous events of the Berlin Blockade and Airlift using some retrieval practice. They will also decide which statements fits the criteria of being on the West or East side of Berlin and therefore evaluate why they was a brain drain crisis for the Soviet Union. Students will also learn about the Berlin Ultimatum and with some GCSE question practice evaluate the consequences of this as well as the summits organised by both sides. The final task is to answer some differentiated questions focusing on the learning from 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to evaluate why the Superpowers attempted to improve relations in the 1970s and reduce their stockpiles of nuclear. Students will learn why the opportunity for détente presented itself, through source analysis and a challenge task. This will enable them to decide if the agreements made at the SALT 1 talks were either a positive move to world peace or had very little impact on it. They also have the opportunity to write an extended answer on the significance of these negotiations as well as practising a GCSE question. There are hints and prompts to help 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 lesson aims to explore the importance of the Kennan and Novikov Telegrams. The context of the Telegrams is given at the start of the lesson, with students using video footage to explain the consequences if the atomic bomb was used. Students will also learn of the recommendations each of the foreign ministers proposed to their respective superiors and the importance of their advise. There is also a home learning challenge which the students can answer a key question and self assess themselves using a model answer. The plenary make use of an interactive connect four game, complete with differentiated questions. 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 materials and GCSE question practice. It also 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 be able to give a narrative account of the Cuban Missile Crisis. Students may already know some of the details of this lesson from their learning at Key Stage 3. Students are given the context of the pictures taken from the U2 American spy plane and evaluate the significance of this find, studying the photographic sources and maps from the time. They then take on the role of President Kennedy and see if they can match the decisions he made, collecting points on the way. This leads nicely into the GCSE question practice of writing a narrative account of the events, making sure they link the events together coherently and in chronological order. The plenary focuses on analysing the consequences of the crisis for Soviet and American relations. 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 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 aim of this lesson is to assess the importance of Gorbachev’s new thinking and evaluate the consequences of his new policies with the collapse of Soviet control in Eastern Europe Therefore this lesson is divided into two parts and can be delivered over two lessons. The first part of the lesson analyses Gorbachev’s problems when he became the leader of the Soviet Union. Students will analyse sources and decide on the biggest problems he faced before prioritising these in an evaluation task. The second part of the lesson requires the students to undertake a quiz, picking up points on the way with the right decisions made, as Eastern European satellite states began to increase their freedoms and break away from the Soviet Union. Students can write an extended answer from what they have learnt with literacy help given. A GCSE practice question on the importance of Gorbachev’s policies can be completed after a colour coding plenary task to summarise Gorbachev’s premiership. 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 to decide if Idi Amin was either an idiot or just simply evil. Students learn about his early life with an absent father and a poor education, completing a missing word exercise, Thus their initial leanings of sympathy towards him may lead them to question the aims of the lesson. However they will soon have to analyse information of how he came to power and his subsequent rule of Uganda. By rating each episode of his life, this should be able to challenge their original assertions and begin to make valid judgements about him. Further video evidence will enable them to make an overall evaluation on his reign as Ugandan President. Being a heavyweight boxing champion of Uganda gives a nice link to a ‘boxing’ debate on his leadership qualities and personality. The debate also recaps on some key words used as with the plenary which requires them to complete a literacy race. 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 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the events leading to the Berlin crisis of 1948 and the actions of the Allies to unite a divided Berlin into Trizonia with its new currency, the Deutschemark. Students begin by analysing maps of Berlin to understand its unique position in East Germany; they also use text to find out key information and decipher key words as well as evaluating how the crisis unfolded using a dual coding and text mapping exercise. The plenary requires the students to use causational equations to explain how and why the crisis happened. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with model answers 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 materials and GCSE exam practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide if Robert Mugabe was a hero or a villain. Students are introduced to his early life in a text mapping exercise which they have to decipher to understand his credentials for Presidency. They are given information about Mugabe’s career from which they then have to give a number of ratings as to whether he was indeed a hero or villain. Subsequent video footage gives the thoughts of people from Zimbabwe today as well as other commentators to help them in their comprehension of the task in hand. An extended written piece, using a writing frame, will allow students to demonstrate their understanding and give a full evaluation of his rule. A fragment exercise as well as a find and fix plenary recaps on what they have learnt in the lesson and reinforces their judgements of him. 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.

This is a summary revision guide tailored to the OCR Conflict and Cooperation 1918-1939 unit for GCSE (International Relations: The Changing International order 1918-2001). The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it set out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out to the students who can also use it for interleaving and homework. The resource is editable and can be changed to suit with PDF and Word formats included. Any reviews of this resource would be extremely welcome.

Anglo-Saxon and Norman England, 1060-87 This resource sets out the whole course in two sides of A4. This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! It covers the main events, issues and people connected to the topic, with a focus on the exam requirements at the beginning. I have included both PDF and word documents in case there is a wish to adapt and change.

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.

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.

This resource (in booklet form) sets out the Edexcel GCSE 9-1 Modern Depth Study, Weimar and Nazi Germany 1918-1939 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 they have been taught! This resource can be also used for homework and interleaving or for quickly recapping topics. This resource can also be easily emailed to parents to help students with their revision studies at home or put on the school’s digital platform. I have included both PDF and Word formats if there is a need to change or adapt.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to assess the contributions made by Pasteur and Koch to the improvements in medicine in the late 19th Century. By the late 1800’s, the focus had moved away from antiseptic to aseptic surgery. Students will learn how Pasteur made his monumental breakthrough in 1861 with his Germ Theory, aided through the factors of chance, government and scientific experimentation. However as he was only a chemist it was the German doctor Robert Koch who applied Pasteur’s theory to human disease to convince doubters that microscopic germs could kill something as advanced as a human. Students will rate their progress in these discoveries and make substantiated judgements on their effectiveness and performance in the development of vaccines. There are also links to Bastion and Tyndall and their similar rivalry in Britain. The lesson includes GCSE practice questions on factors and significance with source analysis and video links 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is judge how Protestant England became under the Edwardian Reformation. There is also a distinction made with the Protestant views of Edward and the contrast between the Edwardian Reformation under Somerset and Northumberland. Students begin the lesson by studying an overview of the main changes during the Edwardian Reformation and analysing the Protestant views of Edward. They learn the distinct religious differences between the rule of the two Dukes before their evaluate how Protestant the country had become under both. There is some guidance on some learning trouble spots concerning the spread of Protestantism within the country and therefore how hard it is to judge and answer this question. There are some additional tasks if needed concerning the major players in the Reformation under Edward VI as well as some source analysis and details on the significance of the Chantries Act. There is some exam practice to complete at the end, using sources with help, prompts and a markscheme is 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.

Germany 1890-1945: Democracy and Dictatorship This lesson introduces students to Stresemann and his policies. The starter is interactive as each student has a character card and will introduce themselves to each other to find out their worries and concerns with Germany between 1918-1923. At the end of the lesson the students will judge if Stresemann has made their lives better or not and justify their reasons. Was he a brilliant statesman who solved Germany’s problems or did he just paper over the cracks? There are a variety of learning tasks for the students to complete which include a quiz where the students pick up points for the correct answers, source analysis, colour coding activities on Stresemann’s economic and political policies as well as a GCSE exam practice question, with 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 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.

Germany 1890-1945: Democracy and Dictatorship This lesson is split into two parts. The first part looks at the various racial groups within Germany who were targeted and excluded by the Nazis and the reasons behind this. There is a case study of the Grefeneck Asylum where its inmates mysteriously disappeared; the students are given clues as to how to unravel the story about what happened there. They subsequently learn of the T4 programme secretly enacted by the Nazis and the sheer scale and numbers involved. The second part of the lesson focuses on anti-Semitism within Germany, the history and context behind it and how the Nazis used propaganda posters to get their vile message across. Students have to analyse why the Jewish population was targeted and explain how this prejudice and discrimination manifested itself There are some brilliant video links which explore these issues further and a plenary which attempts to change some student perceptions of Hitler’s own anti-Semitism. 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.

Germany 1890-1945: Democracy and Dictatorship This lesson explores how the Nazis suppressed opposition in Germany through terror, propaganda and coordination. Most student answers on the police state tend to focus on terror and violence, so hopefully this lesson which re-evaluate their thinking to take into account the ideas of indoctrination and persuasion. Students analyse the types of propaganda used as well as control in all spheres of life before having to explain there was little opposition as asked at the beginning of the lesson. They will also judge how effective the different forms of control are such as concentration camps, the Gestapo, the law courts as well as the use of block wardens. By the end of the lesson, the students are given a GCSE practice question to analyse and mark, with guidance on how to achieve the higher marks with a model answer. 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.