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.
This bundle is the complete 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 by Hitler of the Nazis into an electable 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 lessons whilst substantiated judgements are made (AO4) on the limited opposition in Nazi Germany and the conversion into a totalitarian state.
The lessons are as follows:
L1: Kaiser Wilhelm II (free resource)
L2 The Kaiser’s Government and Weltpolitik
L3 The impact of World War 1 on Germany (free resource)
L4 The Weimar Constitution and Political Parties
L5 The Treaty of Versailles
L6 Political Uprisings – the Spartacists and the Kapp Putsch (free resource)
L7 The Ruhr Crisis and Hyperinflation
L8 The Munich Beer Hall Putsch
L9 Super Stresemann
L10 The Golden Age of Stresemann
L11 The Wall Street Crash
L12 The rise of the Nazis and the transformation of the Nazi Party
L13 How did Hitler become Chancellor? (free resource)
L14 How did Hitler consolidate his power?
L15 The Night of the Long Knives
L16 The Nazi Police State
L17 The Nazis and the economy
L18The Hitler Youth
L19 The role of women in Nazi Germany
L20 The Nazis and the Churches
L21 Hitler’s hate list
L22 The Nuremberg Laws and Kristallnacht
L23 The Final Solution
L24 Opposition in Nazi Germany
L25 The German Home Front 1939-45 (free resource)
Please note that setting a full mock examination in class after completing each 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.
Please note that due to Bundle restrictions of 20 lessons, the free resources (L1, L3, L6, L13, L25) need to be downloaded seperately.
These lessons have been written to deliver the unit for AQA GCSE 9-1 Conflict and Tension, 1918-39.
By the end of this unit, students will be able to understand the complex and diverse interests of different individuals and nation states in trying to preserve the peace and the setting up a League of Nations.
They will focus on the national self determination of states, the ideas of internationalism and the challenges of revising the Versailles Peace Settlement.
Students will also evaluate the causes of the Second World War, how it occurred and why it proved difficult to resolve the issues which led to its initiation.
They will also study the role of key individuals and groups in shaping change and how international relations were influenced and affected by them.
All the lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have added many of the typical GCSE questions AQA have supplied, from source analysis, write an account, to the longer 16+4 mark questions. Markschemes and tips on how to answer the questions to achieve the higher level marks have also been included.
The lessons are as follows:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
L6: Introduction to the League of Nations
L7: The structure of the League of Nations
L8: The Commissions
L9: How successful was the League of Nations in the 1920’s?
L10: The decline of International Cooperation (free resource)
L11: The Manchurian Crisis
L12: The Abyssinian Crisis
L13: Was the League destined to fail?
L14: Hitler’s Aims
L15: Reactions to Hitler’s Foreign Policy
L16: The road to war and German rearmament
L17: Reoccupation of the Rhineland (free resource)
L18: The Anschluss
L19: The Sudeten Crisis
L20: The Nazi-Soviet Pact
L21: Why did World War II break out?
Lessons also include retrieval practice activities and come in Powerpoint format if there is a wish to adapt and change.
As TES restrict Bundle sizes to 20, Lesson 17 (Reoccupation of the Rhineland free lesson) will have to be downloaded seperately.
Any reviews would be gratefully received.
The English Civil War
This lesson aims to question the character and personality of Oliver Cromwell.
Students will decide if he set out to kill the King from the start and make himself a despot or did circumstances dictate that this was his only option?
Moreover, with his puritanical ideas, did he make England and the Commonwealth a better place for it, or was it exclusive only to the minority?
This will ultimately be down to students’ own judgement as they plot his actions on a grid and justify their own conclusions.
Analysis of video evidence also helps to track his ideas and personality and gives the students ideas for writing his obituary and question why his burial place in Westminster Abbey bears the inscription 1658-1661.
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.
Germany 1890-1945: Democracy and Dictatorship
This lesson is an introduction to Kaiser Wilhelm II.
It focuses on the background of Kaiser Wilhelm II, his family and relations, his paranoia and disability, but with a focus on the problems he encountered as a leader of a new Germany.
Included in the lesson is a thinking quilt, a map of Germany, links to informative videos and a summarising pyramid at the end.
This lesson comes complete with a tracking sheet and the noted exam skills required for the students to stick in their books.
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.
**AQA GCSE 9-1 Britain: Health and the People c1000 to present **
This is an introductory lesson and sets out to establish some key dates, people and discoveries associated with this unit of study.
Moreover it introduces the concepts of beliefs, ideas and treatments through the different time periods and questions whether these improved or regressed over time.
Students plot these key people, events and ideas on a timeline, which they can develop in the class and/or at home.
I have also included a personal tracker which the students can stick at the front of their books and track various assessment points throughout the unit using different colours for achievement.
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.
The British Empire
This lesson has been designed to look at specific countries which were part of the British Empire.
Claimed by Captain James Cook in 1768, students study how and why the British used Australia as a penal colony.
Using a real life example of a young boy sent there for petty crimes, students analyse his and others stories from the start of the voyage through to life in the colony.
They track and ultimately decide the worst aspects for the convicts.
There is lots of video footage to consolidate understanding and the plenary evaluates the conditions and lives led by the convicts
The lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate.
The lesson is fully adaptable in PowerPoint format and can be changed to suit.
With revision in full swing, I have started to make these revision workbooks, which my Year 11 students love (as an alternative to death by Powerpoint).
We pick certain sections each lesson to revise and come up with model answers and discuss the best way to tackle each question, considering exam time constraints.
I print out the sheets in A5, which the students stick in their books and use to colour code
They answer the questions next to or underneath the sheets.
They can also be used for homework or interleaving.
The Industrial Revolution
The aim of this lesson is to introduce the new breed of Factory Owner in the Industrial Revolution
What made Richard Arkwright such a success and how far did he change social and economic fabric of Britain forever?
Students learn how he built up his business and the steps he took became a millionaire and questions how people at the time felt about this.
Activities include completing a thinking quilt and a worksheet on the steps to his success with an explanation as to why, analysing video evidence as well as studying and evaluating text before making a conclusion at the end.
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
The aim of this lesson is to challenge the Government’s claim that during World War Two, a Blitz spirit of togetherness emerged across the country in defiance of the bombing of Britain’s cities.
This lesson takes students on a journey through archive video footage, government announcements and source information to determine if there was indeed a Blitz Spirit during the war.
Students are given details of what the Blitz entailed using some contextual evidence and a thinking quilt.
They then have to analyse and evaluate a variety of sources and statistics before they conclude and justify which sources best suit the driving question of the lesson.
The plenary is a take on the television programme, ‘Would I lie to you?’ and the idea is to again challenge assumptions.
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 includes retrieval practice activities, suggested teaching strategies and differentiated materials.
It comes in PowerPoint format if there is a wish to adapt and change.
The aim of this lesson is to explore how historians find out about the past using historical sources.
Students are firstly questioned about how we can find out about Castles or Roman artefacts for example with usually some interesting replies.
They then have to study four historical sources with differentiated questioning to help decipher and discover their provenance.
There is an extended writing task to complete with their new found knowledge, with help and prompts given if required.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
Edexcel 9-1 Medicine in Britain, Thematic study and historic environment
This lesson aims to give the context of the British sector of the Western Front and the theatre of war in Flanders and Northern France, the Ypres Salient, the Somme, Arras and Cambrai. They will also discover that not all the fighting was done in muddy trenches as most students generalise about.
Students will learn why there was a salient around Ypres and the advantages this gave the Germans on the higher ground, including Hill 60.
They will analyse the horrific death and injuries suffered on the first day of the battle of the Somme and why this battle was initiated in the first place.
Furthermore they will investigate the tunnelling system around Arras and the hospital built there, now called the Wellington Tunnels.
Finally they are given information about Cambrai and judge the impact of the tank in the overall outcome of the battle.
Activities include retrieval practice, the use of video evidence, a prioritising exercise as well as discussion and debate.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The Norman Conquest
This is a great game to be used after having studied attacking and defending a Medieval Castle.
Students take on the role of the defenders of a Medieval Castle (in this case loosely based on the siege of Rochester Castle by King John in 1215).
They have failed to pay their taxes and King John and his knights are marching on the Castle.
Their job is to defend the Castle at all costs by making wise choices and thus collecting points as they go.
When they have completed the tasks, they are given a student friendly markscheme which will by the end give them great status as geniuses of siege warfare or not as the case may be!
Students can write out the choices they make or just the numbers and corresponding letters. They can only make one choice per question.
Please note that that it best presented by enlarging on an A3 sheet.
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
AQA GCSE A Level 1C The Tudors: England, 1485–1603
I have produced this bundle of resources on Elizabeth to help A level history students access the course and make the transition from GCSE to A Level smoothly.
Elizabeth’s 45-year reign is generally considered one of the most glorious in English history. During it a secure Church of England was established. The image of Elizabeth’s reign is one of triumph and success. However, it faced many difficulties with threats of invasion from Spain through Ireland, and from France through Scotland. The nation also suffered from high prices and severe economic depression, especially in the countryside, during the 1590s.
The enquiry question throughout this bundle of resources will be to question what sort of a Queen Elizabeth was throughout her reign and how and why she changed or adapted over time .
Students will learn how Elizabeth dealt with religion in the Religious Settlement of 1559. They will assess her character and aims and how Elizabeth’s Government worked on a local as well as National level.
They will judge the significance of her foreign policy in relation to Catholic threats at home and abroad as well as her attempts to tackle poverty with increasing inflation and poor harvests.
Finally they will evaluate how much the arts, education, exploration and colonisation can be attributed to a Golden Age.
The lessons are as follows:
L1 Introduction
L2 Problems
L3 Consolidation of power
L4 Government of Elizabeth
L5 Elizabeth and marriage
L6 Background to the Religious Settlement
L7 Elizabethan Religious Settlement
L8 Catholic threats and rebellion
L9 Mary, Queen of Scots
L10 The Puritan threat (free resource)
L11 Foreign Policy introduction
L12 War with Spain
L13 Elizabeth and Ireland
L14 Economy and Society
L15 Trade and exploration
L16 Elizabeth Golden Age
The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
This is the final bundle of four I have created for the Tudors A Level history course.
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully received.
American Civil Rights
I have always been fascinated by the contribution Martin Luther King made to the Civil Rights Movement and his leadership which was inspired by Gandhi to promote non-violent struggle.
This lesson focuses on five main events in his life, from his speeches and letters, to his marches and boycotts.
Students are given information about each of them and they have to evaluate their significance and make a judgement in numerical form.
Students then conclude their findings and present them to the class.
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 French Revolution
The aim of this lesson is to investigate how rotten Robespierre was.
At first, students have to decide and discuss makes a good leader, with suggested answers given
They are given some context of the Revolution before they are introduced to Robespierre.
The main task of the lesson is to decide whether he was an outstanding leader and a ‘champion of democracy’ or rotten to the core and a ‘depraved monster.’
Students will work through the evidence, which is differentiated, before completing this an extended piece of writing with argument words and a writing frame to help if required.
An odd one out plenary to finish aims to challenge what they have learnt in the lesson.
The lesson comes with differentiated materials, suggested teaching and learning strategies 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.
It is fully adaptable in PowerPoint format and can be changed to suit.
The aim of this lesson is to understand the causes and consequences of Harold Hardrada’s invasion of the north of England.
Students learn through narrative and video evidence of the forthcoming battle of Stamford Bridge and how Harold was able to win, despite the hurdles Hardrada’s army put in front of him.
Furthermore students have to analyse how much power Harold’s army had and efficiency rate (as with a house) why Hardrada eventually ran out of energy.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The American West 1835-1895, GCSE 9-1 Edexcel
The aim of this lesson is to explore the challenges faced by Homesteaders in moving onto the Plains and setting up farms.
Students begin by deciding how different inventions could lead to improved farming techniques.
They also have to complete a true or false quiz, before using a thinking quilt to match up key facts with the correct questions.
The plenary is based around the ‘are you a robot?’ idea which is becoming all too familiar when we are trying to log into a specific website.
There is some follow up exam question practice using the ‘importance’ question worth 8 marks, with help given if required.
The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a spider diagram.
It comes in Powerpoint format which can be amended and changed to suit.
The American West 1835-1895, GCSE 9-1 Edexcel
The aim of this lesson is to analyse and evaluate the effectiveness of the new inventions introduced in the 19th Century to the Great Plains to aid the Homesteaders and tackle the problems they faced.
Students have to decide what a Homesteader would need with up to $1000 and use images to piece together how inventions would help them settle in the Plains.
There is an effective rating activity using a battery in which they have to rate the most and least effective of all the inventions (or not if they take into account natural disasters).
Some GCSE question practice focuses of the narrative account question with key exam skills attached as well as some help if required.
The plenary involves students deciding on the answers to 12 answers.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using the odd one out is also included.
It 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 understand and evaluate the impact of the US Government policy on the Plains Indians.
Students recall previous Government policy pre 1860 and analyse how this started to encroach on the Plains Indians way of life.
They then have to analyse four areas of impact; the coming of the railroad, cattle, reservations and the discovery of gold. Using a cauldron, they have to decide which facts (or ingredients) are the most significant to mix into it. These ingredients are placed on the shelves. The higher the shelf, the more significant the impact of the ingredient.
The plenary uses images (the linkee game) to decipher and recap further problems faced by the Plains Indians . Students then have to decide what happened at a consequence.
There is some follow up exam question practice using the ‘consequences’ question worth 8 marks.
The resource is differentiated and gives suggested teaching strategies.
It comes in Powerpoint format which can be amended and changed to suit.
