The Industrial Revolution This lesson aims to examine the revolution in transport which affected Britain between 1750-1900. Students first look at the problems of transport in Britain. They examine the roads (if you could call them that) and look at how they were changed and improved in conjunction with the railways and canals. There are sources to analyse and a differentiated group work task as well as video footage giving further clarity. Ultimately students have to evaluate the biggest impact these changes made in Britain, whether it be increased wealth and international trade to the standardisation of time or being connected throughout the British Empire. 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 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the growing discrimination and persecution of Jewish people in Nazi Germany between 1933-7. Students begin by evaluating some Nazi propaganda posters and a source from an eye witness account to gain an understanding of the changing Nazi policy towards Jewish people. They will also learn about the different laws and measures introduced and how these impacted upon the Jewish community living in Germany. There is also a focus on the Nuremberg Laws and their impending impact. I have also included who was classed as a Jewish person in Germany and how this applied through their ancestry, rather than heritage. 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.

The British Empire This lesson focuses on the role Gandhi played in achieving Indian independence from Britain which ultimately cost him his life. The first part of the lesson looks at why the Indian population were unhappy with British rule, from the Indian Mutiny of 1857, events happening abroad to the Rowlatt Act culminating in the Amritsar Massacre. They are then introduced to Gandhi, his philosophy of passive resistance (or as he called it satyagraha) and why he set up his Independent Congress Party. This is accompanied with some excellent video footage from the BBC as well as clips from the film ‘Gandhi’ by Sir Richard Attenborough. The second part of the lesson centers around his life and by analysing various sources from which they complete either a table or grid; students then have to decide how big a part Gandhi played in many events leading to Independence and his lasting legacy for India in 1947. 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.

The Industrial Revolution The aim of this lesson is to question how effective Victorian justice was. This is an interesting and engaging lesson for students as they decide who was a criminal (from their looks), which were the most common crimes in the early 1800’s and what you could expect at a public hanging though some source analysis. By the end of the lesson, students will be able to answer the following questions: Why was it so easy to commit crime in the Victorian period in the early nineteenth century and if you were unfortunate to get caught what could you expect from Victorian justice? What was the Bloody Code and why was the law so harsh to offenders irrespective in some cases of sex or age? There are also three case studies to unpick and students are left questioning the morality and effectiveness of the punishments inflicted. Please note that the reform of the criminal justice system is dealt with in other lessons such as the Victorian prison system and the setting up of the Metropolitan Police force by Sir Robert Peel and the abolition of the Bloody Code. There are a choice of plenaries from hangman to bingo and heart, head, bag, bin which get the students to prioritise the most ‘effective’ methods used to deal with crime. 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 sets out to explains how Hitler set Germany on the road to war in 5 steps. Students are challenged to find out how and why was he able to defy the Treaty of Versailles so easily with little or no consequences (shown through a causal spider’s web). Students analyse video footage and a number of sources, using the COP technique (modelled for student understanding) which has proved invaluable for evaluating sources at GCSE. A final chronological recap of the events and evaluation of the most and least important of the events that led to war, will give students an in depth understanding of why World War II started. This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or WWII at Key stage 4. 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.

Norman Conquest The aim of the lesson is to understand how WIlliam asserted his control over the population using the feudal system. Students get to know how the feudal system works by interacting with each other in a Norman style ‘party’. They each have a card to read which tells them their status and their oath to William. However they will have to decide and justify if they are happy with their status or not. This lesson is designed to be fun, with students required to interact with each other and show their status by using the tables and chairs in the room. The lesson uses video footage and music to engage and connect the learning. Further learning tasks include creating a feudal system diagram using differentiated prompts, as well as explaining how it worked and analysing how pleasant it was to be a peasant under this system. 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 GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the extent to which the Nazis created a totalitarian state Students learn how the Nazis ‘reformed’ the police system, increased the activities of the SS, SD and Gestapo and controlled the courts and judicial system. They will complete group work, with detailed information provided, ready to present their findings to the class and justify the extent of totalitarianism in Nazi Germany. The plenary will require the students to make newspaper headlines from their learning. 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 question whether the Nazi economic miracle between 1933-9 was merely a propaganda myth. The exam practice question is introduced from the start and revisited throughout to check judgement and understanding. Students are introduced to the economic policies of Hjalmar Schacht and how he managed to stimulate the economy through for example building homes and autobahns, mefo bills and tax concessions. Students soon discover how Hitler’s meddling and appointment of Hermann Goering to the Four Year Plan, spelt disaster for the economy. Through a variety of tasks including a true or false quiz, a positive or negative challenge and plotting on a graph, they soon build up a picture of what the reality was for the economy despite the contrary messages from propaganda. The plenary requires them to describe, explain, list,correct or erase 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.

Cold War The aims of this lesson are to explain what the Cold War was in post war Europe and how it developed between the two existing Superpowers in 1945. The USA and the USSR had different ideologies and students will learn the differences between Capitalism and Communism. Furthermore, despite cordial relations at the three meetings held before the end of the war at Tehran, Yalta and Potsdam, suspicions were soon aroused. Students will analyse the preceding decisions made about the divisions of Germany and Berlin and make informed judgements as to why these suspicions developed. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives? 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 a lightbulb) 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.

Cold War The aim of this lesson is to understand the causes behind the building of the Berlin Wall and the consequences for Berliners. Students analyse the differences between life on the East and West sides of Berlin to understand why thousands of Germans continued to cross the border to make a better life in West Berlin. The second part of the lesson focuses on the building of the wall, using statistics, graffiti art and the personal account of Conrad Shuman in a thinking quilt to develop further understanding and evaluate its significance in the context of the Cold War. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives? 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.

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 was. 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 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 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The eleven lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This lesson focuses on the threat posed by Mary, Queen of Scots through her activity and inactivity under the close guard and ‘protection’ of Elizabeth. Students are taken through Mary’s life from the controversy of her husbands in Scotland to her imprisonment in England by Elizabeth. Through sources, visual and video evidence, they have conclude how much of a threat Mary posed to Elizabeth using a colour coding activity which includes of all the plots associated with Mary, including the infamous Babington Plot. A threat’o’meter gets the students to make an overall judgement and justify their conclusions. They also learn about her execution and answer a GCSE practice question on the significance of her execution on 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.

Cold War The aim of this lesson is to analyse the Korea War between 1950-53 and understand the threat North Korea poses to the world today, with its insistence on spending millions on producing nuclear weapons despite catastrophic failures of industry and the famine of the 1990’s. Students learn about present day Korea using a brilliant video link, and annotate key facts around a map. They analyse key information about the Korean War in the 1950s and how this produced an armistice in 1953, which is still in force today. Students have to complete a variety of differentiated tasks which focus on the causes and consequences of the war and evaluate the reasons for the subsequent stalemate. 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 formats if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the problems Stresemann faced as Chancellor. Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition. They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required. Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany. Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use. The plenary is an old favourite of head, heart, bin and bag. 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 decide to what extent the Nazis achieved their aims towards women in Nazi Germany. Students are forewarned about how views today cannot be applied back then and therefore Nazi policies towards women, as misogynistic as they were, would not necessarily have been rejected but welcomed by women. Some source analysis using images and text begin the lesson, as students gauge what Nazi policies were towards women in 1930’s Germany. They are questioned on policies to raise the birth rate as well as the organisational apparatus established to do this. There is a case study of Gertrude Sholtz-Klink before students evaluate the successes or failing of these Nazi policies. The plenary uses talking heads to decide who would have said what and why at the time. There is some exam practice to finish focusing on the aims of the lesson, complete with a markscheme and help if needed. 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 English Civil War The aim of this lesson is for the students to decide whether Charles I was guilty or not guilty at his own trial of ‘subverting the fundamental laws and liberties of the nation and with maliciously making war on the parliament and people of England.’ The lesson starts by questioning the types of hat the judge should wear followed by a series of biased images depicting Charles at his trial, of which students have to analyse and explain why. Students then examine and evaluate information about Charles’s actions to come up with a guilty or not guilty verdict. If found guilty then they will have to sign his death warrant! There is some sentence scaffolding and argument words provided if help is required. 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, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.