I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Cold War and the Olympics
This lesson explores the link between the Cold War and sport.
As with technology and space exploration, sport was an area where rival powers could prove or assert their dominance without going to war.
Students compete a recall, retention and retrieval task on the previous Vietnam War lesson before undertaking a true or false quiz.
They analyse and evaluate medal tally statistics from previous Olympics and make judgement about the anomalies in different years.
They are given an account of the history of Olympic success and are challenged as to why it was so important to do well for your respective country.
As with previous lessons they use the light bulb and key question to continue to annotate around as the fear of losing spurred both nations on to different extremes.
No lesson on Cold War sports would be complete without refence to the Rocky film and the US propaganda machine is in full force as grit and determination to train is pitted against the use of drugs to cheat. Students can then determine which statement to agree with and use argument words to convince their peers.
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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.
The British Empire
This lesson focuses on the upheaval of the lives of the indigenous peoples of Australia with the coming of the Europeans.
The lesson starts by looking at their customs and traditions and how these were quickly attacked through the attitudes and settlements of the colonists. A ‘Horrible Histories’ version of events is also scrutinised and questioned on its accuracy.
I have included some comprehension questions and source scholarship using an extract from the brilliant ‘Empireland’ by Sathnam Sanghera which explains the atrocities committed in Tasmania by the colonists.
Paintings from Governor Davey of Van Diemen’s Land can also analysed so the students are able to prioritise the most significant changes the colonists made to Australia and the legacy of the British Empire.
The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials 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.
The lesson is fully adaptable in PowerPoint format and can be changed to suit.
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 bundle is the second part in a series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship.
As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Wall Street Crash and the transformation of the Nazi Party into an electable and indelible force.
They will study (AO2) second-order concepts such as change and continuity in the economic problems facing Germany and the causes and consequences of Hitler becoming Chancellor.
The analysis and evaluation of sources (AO3) are used in for example The Night of the Long Knives lesson whilst substantiated judgements are made (AO4) on the limited opposition in Nazi Germany as it moved from a democratic into a totalitarian state.
The lessons are as follows:
L1 The Wall Street Crash
L2 The rise of the Nazis and the transformation of the Nazi Party
L3 Hitler becomes Chancellor (free resource)
L4 Reichstag Fire and Enabling Act
L5 The Night of the Long Knives
L6 The Nazi Police State
Please note that setting a full mock examination in class after completing this unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
Each resource gives suggested teaching strategies and are differentiated . They come in PDF and Powerpoint formats and can be amended and changed to suit.
The resources all include suggested teaching strategies, retrieval practice, differentiated materials and come in PowerPoint format if there is a wish to adapt and change.
The Norman Conquest
This lesson explores the role of monks and nuns in Medieval society and questions their importance.
Students learn how people joined the monastic community and how they helped the local community.
Students also analyse their dress code and the reasons behind it, before engaging in literacy tasks such as linking their daily life to particularly headings and writing a narrative account.
There are accompanying worksheets and video links to reinforce the learning.
The plenary of ‘find and fix’ challenges the students to rewrite and correct a number of statements made.
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.
Norman Conquest
The aim of this lesson is to challenge and question the role of the Church in Medieval Society.
On face value, the power it had over people was enormous and with power came great wealth, often at the expense and help of the population.
But was it all corrupt and how much did people willingly give over their goods in return for salvation? These questions are explored through statistics, facts and video evidence.
Students are ultimately required to justify if the Church was corrupt by colour coding and rating batteries (linked to a final post it note challenge) and evidencing their choices.
There are also introduced to a number of key words which they are required to recall in the plenary.
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.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is for students to understand the role of war in medicine and how many strides are made due to investment made by Governments to treat its wounded soldiers.
The lesson begins with the students linking war and its effects on medicine before they have to distinguish which advances have been made in both world wars.
The second part of the lesson is based on the wonderful information given by BBC I Wonder on the plastic surgeon Harold Gillies and his attempt to focus on the physical appearance of soldiers affected by war.
This part of the lesson is differentiated and requires students to analyse, prioritise and evaluate their judgements.
The plenary requires the students to find and fix the statements from what they have learned during the lesson.
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 II
This lesson was borne out of a necessity to explain the theatres of war in World War 2 after teaching this unit of study at Key Stage 3.
Having taught this unit last year without this lesson, I found students were getting confused as to where World War 2 was being fought on a global stage, whether it be fighting in Europe, in the Atlantic, North Africa or in the Far East.
Therefore this lesson aims to simplify the geographical locations covered. Using a world map, they have to plot which countries were involved and who they were fighting for, be it for the Allies or the Axis powers.
This map will also appear throughout this unit of study to pinpoint where in the world the lesson is focused on.
Students will also analyse and study famous photographs of World War 2 and try to explain why they are significant, such as Hitler at the Trocadero in France, the image of St. Pauls in London during the Blitz or the Soviet flag being waved on top of the Reichstag.
Students are also required to plot a timeline of events using information provided and subsequently noting whether each event was a success or failure for each side.
The subsequent plenary tests students’ general knowledge about the war in an ‘odd one out’ activity.
This 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 I
The aim of this lesson is to question the integrity of Field Marshal Douglas Haig, one of the most controversial figures of the war.
Does Field Marshal Douglas Haig deserve the nickname of ‘The Butcher of the Somme’?
Students are given the context of the ‘Lions led by Donkeys’ argument and are then led through a journey of audio, video, and source evidence from which they have to make a judgement at the end if he deserves his nickname.
They will also recognise and analyse how views about Haig have hardened and then softened over time.
The 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 American West 1835-1895, GCSE 9-1 Edexcel
This lesson aims to introduce students to the course and some of the key ideas which will affect America in the 19th Century ranging from Manifest Destiny to survival, colonisation, migration and civilise.
Students are introduced to the Great Plains and its weather extremes as well as the Plains Indians and their communities.
Using an enquiry based learning question, students are required to annotate around a lightbulb. This is central to this unit of study and students will map this out over the course of each lesson to show progression.
Questions are also asked throughout to challenge assumptions, culminating in a balloon debate as to who can move America forward into becoming a great nation.
A road map task at the end tests their new knowledge and is ideal for setting as a homework.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint formats if there is a wish to adapt and change.
AQA GCSE 9-1 Britain: Health and the People, c.1000 to present
If Islamic medicine was so good, why did many of its ideas fail to spread to Christian Europe and Britain?
What skills did Islamic surgeons have to make them specialists in particular areas
How did Islam promote medicine to become so advanced in the first place?
These questions are analysed and answered through the lesson as students decide which Islamic doctor deserves which podium finish for being the most effective.
Furthermore students tackle a GCSE practice question on similarities with Christian medicine in Britain with a student friendly markscheme to help peer or self assess their work.
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.
Superpower Relations and the Cold War, 1941-91
The lesson aims to explore the development of nuclear weapons and their significance in the Cold War.
Students will first learn the devastating effects of a nuclear fallout before examining why they were developed by the USA and how the Superpower rivalry spurred the Soviet Union on to develop weapons of her own in a comprehension exercise.
Students will also complete a fill in the gaps exercise of how nuclear weapons were meant to act as a deterrent to a nuclear war.
There is also some excellent Pathé news footage of the tests conducted at the time, from which students use inference to evaluate the real propaganda behind the headlines given.
There is some GCSE question practice to complete at the end with help and prompts given if required.
The final task is to complete a road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter.
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 and discover how Stalin retaliated and reacted to the formation of the Truman Doctrine and Marshall Aid.
Students are given the key information about the setting up of Cominform (to counter the Truman Doctrine) and Comecon (to counter Marshall Aid). Students will then have to evaluate how much help and support Stalin gave to Eastern Europe.
They will complete this using an evaluation grid by colour coding the decisions made from not at all to significantly or extremely.
This will enable them to complete a choice of two GCSE practice question, will help given if required including a student friendly markscheme.
This resource also includes differentiated questions using Blooms taxonomy at the beginning as well as in the plenary to check understanding.
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 and comes in PowerPoint format if there is a wish to adapt and change.
Cold War
This first lesson aims to set the scene of Europe from 1945 with the defeat of Germany.
The first part of the lesson investigates Hitler’s death, as the students break down and summarise some text into headings before writing a narrative account of the events.
The second part investigates the aims of the Big Three and what they agreed should happen to Germany and Berlin at the end of the War. Students scrutinise and decide what each of the leaders (Roosevelt, Stalin and Churchill) might have said at Tehran and Yalta and complete a suspicions grid to be able to explain and justify these growing tensions.
The central theme throughout this and the proceeding ten lessons is to ask why civilians feared for their lives? In a new era after World War 2, suspicions and rivalries arose between the two new superpowers, the USA and the USSR. Each lesson explores these growing tensions and ultimately questions why people thought a nuclear war was imminent.
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.
The Holocaust
This lesson analyses the story of Anne Frank and celebrates her short life. It asks in a sequence of lessons I have produced, who is to blame for the holocaust?
Was it the SS who rounded up the Frank family or was it friends or spies to blame for theirs and countless death during World War 2?
The lesson tells her story and asks students to think of but, because and so.
There are some great video links to accompany the lesson as well as some analysis on an extract from her diary and a virtual tour of the annex.
A final true of false quiz checks recall and retrieval from the lesson.
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.
Norman Conquest
This lesson further explores the theme of William’s control and tightening grip on England as rebellion and opposition dominate his early years.
Students will study his castle building program, from the Motte and Bailey through to stone keep castles and analyse their strengths and weaknesses.
They will question why the Normans placed their reliance on these eye sores and how their features gave them control and defence against a hostile population.
Furthermore they will evaluate how much control he was able to exert over the population using a control ‘o’ meter.
Finally there is an interactive question and answer session with an Anglo-Saxon castle builder at the time who has some interesting things to say about his compliance in all of it.
This lesson is therefore designed to be 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 Tudors
The aim of this lesson is to decide whether Mary deserved her nickname ‘Bloody Mary’.
Students analyse the nursery rhyme and have to work out the hidden meanings, with two possible versions given to them.
Using video evidence, students build up a picture of Mary before they have to then make their judgements, using differentiated sources of information as to whether she was bloody or not.
For further challenge, they also have to debate and decide if it is weak or strong evidence.
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.
American Civil RIghts
This lesson aims to question the impact the KKK had on America in the 1900’s.
It starts by looking at some of the actions of the KKK and the fear and intimidation black Americans felt at the time.
Students have to analyse a variety of evidence about the group before having to answer some differentiated questions, including voicing their judgements on its impact over time in the Twentieth Century
There is also a link to the KKK today and what they are still trying to represent and promote.
Students can also refer to this to build upon their conclusions as to the impact they had on American society.
The plenary requires students to fix and fix statements using their knowledge gained in the lesson.
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 Middle Passage and its horrendous journey for the slaves is shown in this lesson through video, audio and source based evidence.
Students analyse how the slaves were treated and the conditions they endured.
They then have to catalogue these conditions in a grid before trying to persuade a film director, who is making a film on slavery, that he is being misled about the journey. The advise the director is being given is from a slave ship owner, Captain Thomas Tobin.
Some differentiated key questions check their understanding through the lesson.
Students finally have to prioritise the worst conditions the slaves faced and justify their choices in an extension 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 suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
World War I
The aim of this lesson is to evaluate just how efficient and effective the new weapons of the Twentieth Century were.
Students have two objectives; to rate the effectiveness and killing power of the weapons used during the war and to explain how well equipped the soldiers were in the trenches, particularly the British Tommy.
The lesson begins with discussing the type of weapons used and for students to recognise the continuity and change of many of these pre, post and during World War 1.
The historian Dan Snow is quoted as saying the British soldier went into World War I ‘as the best prepared soldier on the planet.’
The lesson subsequently unfolds to explain and evaluate the new weapons used and the advantages (or not) they gave each side.
The plenary requires students to link the effectiveness of the weapons to images and to explain how and why this is the case.
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.
