This is a fun, entertaining as well as a challenging lesson, designed to question and evaluate the causes of the Great Fire of London in the summer of 1666. The hook is Samuel Pepys; why did he bury his cheese and why did he bury it alongside items that were surely more valuable? The lesson comes complete with differentiated resources as students have to plot the causes and consequences of the fire on a visual display using logs,flames and smoke. Notes have been put on each slide on how to deliver the activities and answers to some of the questions posed as well as suggested teaching strategies. This lesson is active, exciting and engaging and would also suit a non specialist. It is aimed at key stage 3, but can be delivered to key stage 2 pupils also. The lesson comes with 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 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.

This resource (in booklet form) sets out the OCR Medicine unit, The people’s health, c.1250 to the present day 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 also be used for interleaving and homework. This resource is editable and can be changed to suit. If you like this resource, please check out my Summary Revision Guide for Conflict and Cooperation at : https://www.tes.com/teaching-resource/ocr-gcse-9-1-conflict-and-cooperation-1918-1939-summary-revision-guide-11769163

Elizabethan England 1568-1603 This is a Summary Revision Guide tailored to the AQA GCSE 9-1 Elizabethan England 1568-1603 unit. It has also been revised to include the historic environment question for 2024 for the Americas and Drake’s Circumnavigation, with an emphasis on location, function and structure, people connected, design and important events connected to it. The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out when the students claim they have forgotten everything they have been taught! I have included both PDF and Word formats so the resource can be edited and changed to suit.

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.

AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship This 33 page Revision Guide is broken down into 3 main sections: Germany 1890-1918, the Weimar Republic 1918-1933, Nazi Dictatorship 1933-1945 This Revision Guide includes practice exam questions and gives examples and tips on how to answer each. It will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The questions target the main questions in the exam from interpretations and source analysis, cause and consequence, change and continuity, significance and evaluation. The Guide also gives the students some useful mnemonics to remember some of the key details such as the Treaty of Versailles, problems in the Weimar, recover under Stresemann and Hitler’s consolidation of power for example. 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 in my school has a copy assigned to them on the google drive and it is used frequently when using google classroom assignments, such as homework and revision for assessments. This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both 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 £3.00 if you do. I have also made similar revision resources for AQA GCSE 9-1 include Britain: Health and the People c.1000 to the present day, Elizabethan England c,1568-1603, Conflict and Tension and Power and the People.

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.

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.

American Civil Rights What were the Jim Crow Laws in America? Who was Jim Crow? Why did this fictional character significantly impact on American society, especially in the south in the nineteenth and twentieth centuries? What happened if you did not adhere to these laws? These questions and more will be answered in this lesson. Students analyse how black people in America were treated and why discrimination was inherent in some parts of American society and backed up by statute. They also have to recognise how these laws affected education, family life, social time and employment and prioritise the severest of these laws in their judgement. The lesson ends with some challenging questions using de bono’s 6 thinking hats. 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.

World War II The aim of this lesson is to evaluate the reasons why the RAF won the Battle of Britain. With Hitler having conquered France, he soon began his preparations to invade Britain. But with a numerical advantage in planes and skilled fighter pilots, how were the RAF able to defend Britain so effectively? How were they able to overturn another certain disaster into a victory? Students analyse video footage and a ‘top secret report’ to evaluate how the RAF gained an advantage. They also judge how effective the Government’s poster campaign was to convince the public they were in safe hands with the RAF. Ultimately students decide and explain why the RAF won, be it through pilot skill, fuel advantage, the technology of radar, winning the propaganda war or through sheer determination and grit. 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.

Why was the slave trade finally abolished in Britain and her Empire and why did it take so long to achieve? Why were arguments in the eighteenth century challenged so rigorously and overturned in the nineteenth? Which people inspired its abolition and who was against this? Students decide which arguments were being put forward to the plantation owners, racists, people who were ignorant and law makers to end the slave trade. They then prioritise the most important arguments in challenging these peoples’ staunch perceptions. The second part of the lesson is a case study of William Wilberforce. Through video, audio and source work, students build up a history of the great man and decide how and why he is significant (this is a differentiated task dependent upon ability). The final part of the lesson uses an interactive spinning wheel with key words used throughout the course, which the students have to define and explain their links to slavery. 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.

The aim of this lesson is to analyse life in a slave plantation. What was a typical day like? How hard was the work? Was it made easier by the invention of the cotton gin? How did they relax if at all in the evening and what were their living quarters like? Learning tasks include comparing a day in their school life with the day of a plantation slave and recognising the hardships endured. Students also have to use a number of sources, which are differentiated according to ability and challenge a statement which suggests a slave’s life wasn’t really that bad. The plenary asks them to use four letters and come up with as many associated words as they can from their learning. The lesson comes with a retrieval practice activity, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

This lesson is split into two parts; the first part explains the triangular trade and the various goods and transactions that occurred in the slave trade. Students are required to find this out through documentary and video evidence before plotting it on a table. A mini plenary checks their understanding and uses a ‘what if’ question to challenge their thinking. The second part analyses the story of Olaudah Equiano and how his life was before and after he was captured. However the students are challenged to question his version of events and how there is conflicting evidence in his account. The final part of this lesson analyses how the slaves were captured by whom, prioritising which were the most common forms of capture and using sources of evidence to extract further information. 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.

The lesson introduced the concept of slavery and how it has been active throughout the centuries. Students have to categorise the reasons why the transatlantic slave trade was justified by many of our contemporaries and evaluate the most important reasons for their views through differentiated tasks. They also analyse a number of sources about slavery from the Ancient Egyptians through to the present day and reveal their findings in a summarisation pyramid. The lesson is linked to the latest historical interpretations, video clips and debate. 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.

World War II The aim of this lesson is to understand how the British Government prepared for war. The lesson leads students through a wealth of primary sources from path𝑒 news, government films and information leaflets. It analyses how the government used propaganda to rally and convince the nation to stand firm against Hitler and how they could endure and eventually win the war. How effective and convincing their messages were is up to the students to unpick and judge for themselves. Primary evidence, which not surprisingly gives a positive outlook on events such as the evacuation of Dunkirk, Churchill’s radio broadcasts and the bombing of cities, is used; but how effective is their message and will the nation adhere to their warnings about spying and what not to say? Students are questioned throughout the slides and complete some independent research on the types of propaganda posters published. A summarising pyramid at the end builds upon the evidence and judgements they have made. 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 question whether Hitler’s invasion of the Soviet Union was doomed from the start. The invasion is a fascinating piece of history to study. Why, when one of the greatest ever military commanders Napoleon failed, did Hitler think he could succeed? Students are posed this question and using a causal spider diagram link the reasons why invading the Soviet Union could create many problems and challenges to the Nazis. The confidence of Hitler and his Generals can be seen when analysing sources about the Nazi-Soviet Pact which clearly show Hitler believed he held the upper hand. However no study of the invasion would be complete without looking at the Battle of Stalingrad and using video footage to show the plight of all those involved. There is a choice of two differentiated tasks; in both students decide the most important reasons for the failure and final defeat of the Wehrmacht as they categorise the reasons for this. A literacy plenary asks the students to define some of the key words used in 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.

The English Civil War The aim of this lesson is to be able to distinguish between the two sides in the English Civil War. Students will be researching how they differed from their dress, their mannerisms, what they believed in and their goals. They will also be analysing some real life examples from people today who discuss which side they would prefer to be on and why. Students will be using various written sources and video evidence to find out which side they would support. Ultimately they will have to produce a propaganda leaflet encouraging people to join their campaign as a Royalist or Cavalier using persuasive literacy techniques and song lyrics. Exemplars and scaffolding is included if required. This is a fun lesson with a number of activities designed to get all students involved actively and to enjoy their learning. 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.

The English Civil War This lesson aims to analyse the personality of King Charles and questions how and why this might have implications for his reign. Following in his father’s footsteps, his vanity and obsession with the Divine Right of Kings are major causes of concern for those in Parliament. Students learn about his fragility in his younger life to eventual arrogance as he became King and will link a number of reasons together as to why this was to lead to Civil War. Video footage and sourcework are used to gather the evidence and the students will have to think outside the box to understand his motives and actions and link ideas together. The plenary is a literacy challenge to help evaluate his personality using key words 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 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.

World War II The aim of this lesson is to understand how the British Government prepared for war and if they were successful in doing so. The lesson begins by analysing a source and making inferences about the precautions to be taken in times of war. Furthermore students will also have to decide the Government’s priorities by making judgements as to whether they are low or high, from ideas such as rationing to aid raids or war work to conscription. They will then complete some research focusing on four areas: warning people of air attacks, the Homeguard, the use of gas masks and the blackout. Students will plot what the government did or didn’t do on a grid and then after analysing and processing the evidence, justify their conclusions using a colour coding evaluation table as well as completing an extended written task. The plenary requires students to answer differentiated questions to check their understanding. It 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 This lesson aims to evaluate if the evacuation of Dunkirk was a success or failure. By the end of the lesson, students will have made up their own minds and be able to give their own interpretations of the events of May 1940. Using video and film footage of the time as well recent accounts from veterans, students will be able to recognise and understand why there is a difference between contemporary and modern versions of the evacuation. They will also study a range of sources both visual and written and then judge which were most accurate and why, again focusing on contemporary as well as modern day accounts. In conclusion, they will write up their findings in an extended written task. 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.