The Tudors: England 1485-1603 The aim of this lesson is to evaluate the threat the Puritans posed to Elizabeth… The lesson begins with a definition and how the Puritans were becoming a problem for Elizabeth. Four areas of Puritanism are analysed (from Parliament, local reform movements, the Church from within and separatism) from which the students are able to tackle an exam question, with help and prompts given if required, including a detailed markscheme. The plenary requires the students to discuss and rate how much the threat of Puritanism declined under Elizabeth and the possible reasons for this. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to analyse the reasons why England went to war with Spain. A first part of the lesson is focused on Elizabeth’s policies in the Netherlands and how this antagonism finally led to war. The second part of the lesson analyses the reasons why the Spanish Armada failed. Whilst students appraise Philip’s plans for the invasion, they also have to make connections throughout its voyage as to why it was doomed from the start. Included is a significance activity to complete, where students rate how important each event is in relation to Philip’s decision to go to war. There is some exam practice to complete if required and a plenary which tests students’ ability to debate and counter argue. This is accompanied with a detailed markscheme. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate to what extend Elizabeth presided over a Golden Age. Students are introduced to the concept of an Elizabethan Golden Age. They focus on achievements in the arts, popular culture, improved communication and education, patronage and increasing wealth to decide to what extent a Golden Age existed, or whether it was a myth created by a very astute monarch who used propaganda extremely cleverly to put across a cult of Gloriana. A detailed markscheme accompanies some exam practice towards the end of the lesson. There are video links and images to accompany the lesson, culminating in some exam proactice at the end. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to determine the strengths and weaknesses of the Weimar Constitution. Students are introduced to the reasons why a constitution was introduced and a new Republic set up. They then have to analyse the details of the constitution, assessing its strengths and weaknesses. This also includes deciding the winners and losers and the issues still facing Germany as a consequence. There is a focus on some key details such as Article 48 and the rule by Presidental decree as well as the survival of some undemocratic institutions. There is some exam practice to complete if required, complete with hints and tips and a generic markscheme included. The plenary concludes with a find and fix activity, There is a 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to examine the terms of the Treaty of Versailles and assess the German reaction to it. Students begin by completing a missing word task to gauge the German ‘acceptance’ of the Armistice. They learn about Wilson’s 14 points and in groups put themselves into the shoes of the Big Three to decide how to punish Germany, with prompts given for help. Students also examine and analyse the terms of the Treaty and decide where German pride, economic and military power were challenged. They then have to determine how justified German complaints were against the Treaty and whether they were being too unrealistic. This is followed up by some exam question practice, complete with a detailed markscheme. The plenary asks them to think of answers for because, but and so questions to challenge thinking. There is a 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question whether the ‘new woman’ in the Weimar Republic was no more than a myth. The beginning of the lesson focuses on social welfare and who was entitled to what at the end of the war. However, students learn how many people felt cheated by the system and assess why so many different groups felt aggrieved. In the second part of the lesson, students ascertain who was classed as the new woman in Weimar Germany. They also evaluate whether the new freedoms afforded to women were in fact inconsequential in areas such as politics, employment and sexual freedom. Case studies for four women are scrutinised before students complete some exam practice, with help given if required. The plenary requires students to compete some fragmented sentences. There is a 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a threat the Lovell and Stafford rebellions were. Students are given the information about the two rebellions and then have to categorise them into causes, consequences and events. There is an odd one out activity included to check understanding where students have to justify the correct and incorrect answers. The plenary requires the challenge and thinking of but, because and so. Students have to opportunity to plan and write an essay on how much of a threat to Henry the rebellions were. A planning sheet, markscheme and help is given if required. There is an enquiry question posed and revisited 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate why opposition to the Nazis was limited and sporadic. Students begin the lesson by giving reasons for opposition and how it might vary across different sections of German society. A number of tasks are completed on different types of opposition to the Nazis, from youth groups, Churches, elites and the army. For each opposition group there are key questions, source analysis, links to video footage and a requirement to discuss and debate. The plenary exemplifies this discussion and debate with a talk like an expert task. The lesson may be delivered over two lessons. There is some exam practice to be completed at the end with the challenge that opposition methods were too varied and fragmented to be effective against the Nazis. There is a markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of war upon Nazi Germany. The lessons begins by assessing the value of some sources, to be used in some exam practice at the end, which questions the effects of the war on civilian morale. There is a missing word activity for the students to complete after studying how rationing was introduced in Germany and its repercussions. There is also a grid sheet to complete as students evaluate the four phases of the war and how the use of propaganda affected civilian morale, particularly as the German people began to realise the war was not going to plan and would not end quickly. An octagon plenary will check understanding and consolidate the learning at the end of the lesson. The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the reasons behind the radicalisation of the Nazi state. Students begin by noting the three main phases in the development of the Nazi regime. They learn about social Darwinism and how this played a role in the formation of the Volksgemeinschaft. There are some key questions posed about this and the policy of lebensraum. A 3-2-1 plenary at the end will check and consolidate learning of the racial state. There is some source exam question practice to finish, with help and tips and a detailed markscheme given if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a financial genius Henry really was. Students are given the information on how Henry collected his revenue and are introduced to key terms which they try to unpick. They then complete a colour coding task to judge and ultimately decide which source of income was he most successful at collecting and justify this with the evidence given. A recap on the Council Learned as well as challenging two opposing views of Henry, will allow students to plan and write a 25 mark exam practice question. There is a writing frame and a comprehensive markscheme given if 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is rate the power of the Church under Henry VII. To understand the power of the Church, students have to learn how it pervaded throughout peoples’ lives. They also have to comprehend the structure of the Church, from the Pope in Rome, to the Archbishop of Canterbury, the bishops and their dioceses as well as the ordinary priests, monks and nuns. Students will also undertake a research task in groups within the lesson to discover the influence of the Church in politics as well as the underlying corruption at its heart. Some exam question practice focuses on this corruption and a grid assessing whether the Church was in need of reform will go some way to help students answer the question. Some scaffolding, help and tips as well as a generic markscheme come as standard There is an enquiry question posed and revisited 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the reasons why Wolsey fell from grace. Students begin by analysing evidence that suggests Wolsey was England’s second king, complete with his domestic and foreign policies. They then have to make up their minds and decide which key event(s) led to his downfall in an mini extended writing task, with argument words to help them construct their answers. The plenary uses a flashcard with judgements made on Wolsey from which they are required to agree or challenge. Students have the chance to undertake some exam question practice, complete with writing frame and markscheme if 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess Henry’s motives for wanting a divorce. Students are reintroduced to some key terminology before they focus on the events leading up to the divorce and break with Rome. They will then be required to assess the significance of each of the prescribed events and justify their choices. The second part of the lesson examines the causes of Henry’s divorce, whether that be his conscience, faith, desire for more power, financial motives or simply an infatuation with Anne Boleyn. Students will be able to collate and evaluate this information to complete an exam practice question, with a writing frame and markscheme provided as well as some help and pointers if required. The plenary tests their knowledge on who might have said what in this ‘King’s Great Matter’. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge how significant the role played by Thomas Cromwell was in the break with Rome. Students recap on the weaknesses of the Catholic Church on the eve of the Reformation and how Henry was being influenced by numerous Humanist writers as well as his new Chief Minister. There is some source scholarship to complete on Cromwell to emphasise the part he played, as well as some focused reading to ascertain if he was just a master planner for Henry or a devious master manipulator. They are given a print out of the Reformation Parliament containing all the Acts passed between 1529-34. There is also a distinction made between statute law and canon law. There is some exam practice to complete on the role of Cromwell in the break with Rome, complete with a model answer to scrutinise and a detailed markscheme. 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.

Crime and Punishment The aim of this lesson is to ascertain how attitudes towards punishment have changed in the 21st Century. Students begin the lesson by deciding which punishments are new in the modern era (change) and which punishments have stayed the same (continuity). They then analyse how successful new preventative measures are being promoted through schemes such as neighbourhood watch and community policing. Students also investigate the different policing departments set up to tackle crime, such as Special Branch and the National Crime Agency. There is a chance to debate the morality of the death penalty and whether it should be brought back or not, with arguments given for both sides. The final focus is on the role of prisons in today’s society, never far away from the news headlines. A true or false quiz is also designed to challenge misconceptions and clarify current prison problems. Ultimately there is some recall practice on previous thinking about punishments through the ages, before students can tackle some key assessment question practice, with help and a markscheme provided if 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is to judge to what extent have crimes changed in the 21st Century. Students begin the lesson by deciding which crime are new in the modern era (change) and which crimes have stayed the same (continuity). They then analyse some key details in various crimes in the modern era, from terrorism to smuggling, cybercrime, race crime and the use of Class A and B drugs. There are tasks to complete including a true or false quiz and video links to help. A mood board will hep consolidate the learning at the end of the lesson as well as some extended writing practice, with help and a suggested markscheme to use if 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is assess the effectiveness of Tudor and Stuart punishments against the crimes committed in this era. Students have to plot the different crimes in this era from vagrancy, treason, heresy and witchcraft and how the punishments took on a brutality to an attempt to deter the crimes. There are key questions asked throughout the lesson and some source analysis of the gunpowder plotters, with prompts and help given if required. An odd one out plenary to finish will consolidate the learning from the lesson. 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman times. Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans . Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine. They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, forest laws and so on). There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required. The plenary is a multiple choice quiz to consolidate the learning from the lesson. 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, fully resourced and includes suggested teaching strategies

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman times. Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans . Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine. They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, the forest laws and so on). There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required. The plenary is a multiple choice quiz to consolidate the learning from the lesson. 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, fully resourced and includes suggested teaching strategies