Rise of Dictators The aim of this lesson is to question if Saddam deserves his reputation as the ‘Butcher of Baghdad’. Students are at first questioned as to what they know about Saddam and are given information on the importance of Iraq and the Middle East with its oil rich economies. Some source scholarship analyses the death of Saddam and the reasons why he was executed. Together with a thinking quilt, students learn about Saddam’s brutal reign of terror together with the Iran-Iraq war and his invasion of Kuwait. Thus so far, the lesson appears straightforward and there is little to argue against his reputation. However students will also learn through video and source evidence of revisionist ideas of Saddam and the consequence of his execution with the instability within Iraq today. Thus they will be challenged on their original assumptions and evaluate how this reputation has been given to Saddam; is it a just a Western perception? Whilst Iraqis may not necessarily doubt his brutal regime, do they insist life was better than now? 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.

The aim of this lesson is to gauge the weaknesses of Papen’s Government in the prelude to Hitler becoming Chancellor. Students begin by referring back to Bruning’s Government and the reasons for its collapse. They then have to decide the options open to Papen in forming a new Government and are given various scenarios to consider. A case study is also given for Papen’s actions in Prussia and his abuse of his constitutional power. This will help the students complete some exam question practice at the end of the lesson. Some help with structure and a model answer have been included if required. They will also be required to analyse the election results in 1932 and their wider implications for the country. Some clear questioning is used to steer the students to look for trends, implications and significance. The plenary task consolidates the learning of the lesson with putting questions to the answers given. 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.

The Industrial Revolution This lesson aims to analyse the changing population demographic and the reasons why these changes were happening at the time. The lesson begins with a high tempo start revealing what’s behind the boxes and follows onto a true or false quiz using a clue mat. Each student is also given a character card and analyses how their person impacts upon the population changes happening. They have to explain these changes using various learning tasks, including an extended writing piece with help given if required Finally students have evaluate the various reactions people would have felt at the time and justify their decisions. 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.

World War I The aim of this lesson is to understand the importance of the Poppy on Armistice Day. The lesson is split into two parts. The first part of the lesson analyses the causes of the war ending in 1918. Using a causal spiders web (an idea taken from Emily Thomas), students link the ideas together by drawing lines and then justify their reasons to create a spider’s web. The second part of the lesson analyses the significance of the use of the Poppy with students giving their own reasons for this on the poppy leaves (a template is included). They then have to prioritise the most important reasons why the Government introduced Poppy Day with a diamond nine activity. Students also have the chance to evaluate John McCrae’s in Flanders poem with some ‘clever question stems’. This lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study 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 aim of this lesson is to analyse and evaluate the strengths and weaknesses of the Norman and Anglo-Saxon armies in 1066. There are differentiated questions and worksheets for the students to answer before they make their conclusions as to whose army was the best using some argument words to base their decisions upon. The worksheets include information and visual images to aid the students and are easy to print off for individual or group work. A guess who plenary tests their recall knowledge from the lesson. The resource is therefore differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question to what extent the Nazis created a totalitarian state. Students begin by learning Hitler’s ideal of a totalitarian state and how he dealt with the existing political parties. They will also discover how laws passed centrally dissolved the independence and power of the state assemblies. There are some key questions to answer about the revamp of the civil service and the impact of the death of Hindenburg for the German state. The plenary is an old favourite using the octagon and checking the learning from the lesson. 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 short and long term impact of the Night of the Long Knives for Hitler and the Nazis Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’ They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power. Students have to decide through a number of choices as to why the SA were a growing threat to Hitler There is a colour coding task to complete on the events of the 30th June together with its aftermath. Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it A headline plenary will aid the consolidation of learning from the lesson. There is some source exam practice to complete if required, with help given together with a generic markscheme. 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 evaluate the success of Nazi efforts to coordinate the Churches in Germany. This lesson is split into two. The first part focuses on the Catholic Church and students begin by being given the context to Hitler’s Catholic background, Catholicism in Germany pre-1933 and why he believed the Catholic Church proved a threat to the volksgemeinschaft. Students then have to analyse Nazi policies towards the Catholic Church, such as the Concordat and rank them in order severity. They also have to decide how these policies weakened the power and influence of the Church. There are case studies on the Pope which investigate the Pope’s actions and responses to Hitler ,as well as the significance and the resistance of Cardinal Galen This section concludes with some source analysis, focusing on the tone used in the language of two sources before the students have to decide the successes or failings of these coordinating policies. The second half of the lesson introduces students to the importance and history of the Protestant Church in Germany. Students identify which Nazi policies might align with Protestant Church interests. before completing a chronological task on the policies introduced by the Nazis and their attempt to create a Reich Church. There are case studies on Martin Niemoller and Dietrich Bonhoeffer, their actions and opposition to the Nazis and the setting up of their Confessional Church. Students can then complete some exam question practice with a comprehensive markscheme to help 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 This lesson questions to what extent the Nazis achieved their aims in relation to young people. The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft. Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany. The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims. A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings. Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included 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 to evaluate the success of Nazi policies towards its workers in creating a volksgemeinschaft. Students are introduced to the DAF and its leader Robert Ley. They analyse its aims and policies in encouraging workers to increase production. They are then given a number of statements which they will RAG rate (Red, Amber, Green) which will enable them to evaluate the successes or failings of the organisation. They also learn about the Strength Through Joy programme and again have to analyse its strengths and weaknesses. Some source analysis and skills at the end of the lesson will prepare the students for some source exam practice with help and guidance 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.

This guide is aimed at students to help them study, revise and be prepared for the AQA Elizabethan Historic Environment question for 2025. I have broken down the main details into manageable chunks using the 5 w’s of what, where, when, why and who , This guide has been revised from my 2018 version and focuses on the main concepts of location, function, structure, design, people connected to it, the culture, values and fashions of the time and how the site links to important events of the period. I have also included all the key information needed such as Bess’s background and status, the latest in fashions and the designing of Hardwick Hall as well as its furnishings and garden layout. Please note that many of the pictures from the AQA guidance on Hardwick Hall are not included due to copyright. Please feel free to therefore adapt the guide and include them. Any reviews on this resource would be greatly appreciated

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the systematic persecution of minority groups in German society. Whilst the Nazis aimed to create a unified and homogeneous national community by promoting a sense of collective identity among “racially pure” Germans, students will find that this idea was based on the exclusion of those deemed “racially inferior” or politically undesirable. Students are introduced to the theory of eugenics and the significance of this theory when applied to this persecution. Students learn about the policies towards different minorities including Roma and Sinti peoples, disabled, homosexuals, religious groups and the Euthanasia programme set up in Berlin. There are tasks to complete throughout including prioritisation exercises, key questions and source analysis. 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 focused 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 short and long term impacts of key events upon the Jewish community between 1938-40 such as the Anschluss, Kristallnacht, emigration and the invasion and Poland. Students begin the lesson by analysing the events of the Anschluss and the impact upon the Jewish community living in Austria. They are also required to match up a number of statements on the significance of decrees passed in Germany leading up to Kristallnacht and discuss why this event was pivotal for the Jewish people in Germany and Europe. Further analysis of voluntary and forced emigration within Germany and the key figures of Heydrich and Eichmann will give the students an in-depth and rounded study of the period, together with details of the flawed Madagascar plan. The lesson will culminate with a final assessment of the invasion of Poland will require them to prioritise the most important reasons for a change in policy towards the Jewish question in Europe. There is a thinking hats plenary to finish with some exam question practice, complete with markscheme finishes the lesson. 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 evaluate the reasons behind the radicalisation of Nazi policies towards Jewish people in the years 1940-41. The scene is set with the outbreak of war, the invasion of the Soviet Union and further restrictions placed on Jewish people in Germany. Students follow a flow diagram of events with questions posed throughout. There is also a case study of the Warsaw Ghetto and its uprising. They are then introduced to the Einsatzgruppen, what their key aims were and the possible actions they carried out in a true or false quiz. Further information, including whether the group were ‘ordinary men’ or ‘willing executioners’ is examined before students complete a quiz to check their understanding and consolidate their learning. There is some exam practice to be completed at the end, with a focused 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 judge how rebellious the youth of the Weimar Republic really was. Students are required to complete some source scholarship and evaluate a range of information to make up their minds before tackling an exam practice question. They analyse how they were educated and the provision of schooling along class lines as well as there affinity to youth groups and youth gangs. The plenary however challenges this negativity and gets students to think of positive aspects of youth culture. Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and a generic markscheme. 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 judge how far Jewish people assimilated themselves into German society. Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929. The plenary is a flash card activity where the students link people and events to themes throughout the lesson. 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 assess the stability and strength of coalition governments during the ‘Golden Age’ of Germany. Students begin by assessing why this time has been called a period of political stability, with extremist group and anti-Republican parties losing support. They hava a number of statistics to analyse as well as making a judgement as to how stable the Republic really was. The election of Paul von Hindenburg will give them ammunition as well as information about the political parties to attempt some GCE question practice at the end. The plenary gives some humour to the political machinations of the Weimar Republic where students have to answer questions by splatting bubbles. 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 evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic. Students begin the lesson with some differentiated questioning on the reasons for the collapse of the coalition and its immediate impact on Government as well as analysing the opposition to the Young Plan and the effects on law and order. They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies. The plenary Is an odd one out activity to consolidate the learning from the lesson. Some exam practice can be completed at the end, with help and structure given to answer the question if needed. 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.