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.
Conflict and Tension 1918-1939
The aim of this lesson is to analyse the thoughts of France, Britain, the USA and Russia and their reaction to Hitler’s foreign policy.
Students are also introduced to Britain’s policy of appeasement and have to rate how effective negotiating with Hitler might be.
Students have a choice of task from answering a GCSE question, to a balloon debate or to making flashcards to reinforce their learning.
The plenary asks them to evaluate a number of silhouettes in a crowd and which character would best represent the Allied leaders.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This series of eight lessons introduce the second part of the AQA Conflict and Tension course 1918-39 and focus on The League of Nations.
Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions in these lessons from source analysis, write an account to the longer 16+4 mark questions.
The lessons are broken down into the following:
L1: Introduction to the League of Nations
L2: The structure of the League of Nations
L3: The Commissions
L4: How successful was the League of Nations in the 1920’s?
L5: The decline of International Cooperation (free resource)
L6: The Manchurian Crisis
L7: The Abyssinian Crisis
L8: Was the League destined to fail?
Lessons also include some retrieval practice activities come in Powerpoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
Conflict and Tension 1918-1939
How was the League affected by the Wall Street Crash and the Great Depression which followed?
This lesson aims to explore how the League’s weaknesses came to the fore as countries such as Germany and Italy looked to dictators like Hitler and Mussolini to solve their problems.
Students use a cause and consequences exercise and then analyse Stresemann’s policies to build up a picture of why the League lost favour in the 1930’s.
There is also a chance to complete a GCSE source question which focuses on provenance.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This lesson analyses the weaknesses of the League of Nations.
Students recap on some of its successes at the start and link images and films to its performance in the 1920s.
They then have to analyse and evaluate a list of sixteen statements and prioritise the reasons why it ultimately failed.
They are also given some GCSE exam practice questions with advice on how to answer them correctly, complete with model answers and how to plan using key skills in the exam.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This lesson is split into two; the first part concentrates on the Mukden incident and the causes of Japan’s invasion into Manchuria in 1931.
Students analyse a map of the area before completing a jigsaw puzzle and explaining in their own words (or pictures) the causes of the invasion.
The second part of the lesson focuses on the consequences on the invasion and how powerless the League was to act, despite the moral condemnation from Lord Lytton’s report.
There are some excellent links to video footage of the invasion in the lesson and how the League reacted to reinforce the learning.
Students also have to decipher some visual images and text to build up a clear picture of the whole incident before they are ready to tackle a ‘write an account’ question.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
The aim of this lesson is to explore the reasons why Mussolini invaded Abyssinia.
Throughout the lesson, students will be required to analyse the reasons as to why, in the face of unprovoked hostility and belligerence, the League of Nations did little to stop Italian aggression against Abyssinia and why Britain and France went out of their way to appease Mussolini.
At first, students will recap on the previous dealings Mussolini had with the League of Nations in the Corfu incident.
They will then evaluate the role of the League and its clear inability to act decisively, even before Britain and France undermined its very foundations.
When students have built up a clear picture of the whole incident, they are then ready to tackle a ‘write an account’ question.
The plenary is an A-Z tasks using the key words and events from 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
The aim of this lesson is to prepare students for the GCSE question, ‘How successful was the League of Nations in the 1920’s?’
Students have to research the various actions of the League took and analyse how successful it was in avoiding war and/or settling international disputes.
I have included differentiated materials and examples of scaffolding to help students of all abilities answer this question.
There is an option to give feedback individually or as a class, before undertaking the question under timed conditions.There is also a teacher markscheme supplied.
The plenary asks students to prepare three questions for a League of Nations official celebrity visit.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
Despite its idealistic aims, the League did have some successes particularly with its Commissions.
Although it is very easy to focus on its problems during the 1920’s, there is a clear theme in the GCSE exam to discuss the successes and well as the League’s failures.
With differentiated worksheets and key information about the Commissions to evaluate, students will at the end of the lesson be able to give examples and evidence to show and discuss the successes.
The plenary focuses on recalling their new found knowledge and introduces students to the idea of tackling the higher mark questions first, as in the exam.
There is a differentiated homework research task included if required.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This lesson aims to focus on how the League was organised and run on a day to day basis.
Despite some strengths, students analyse its inherent weaknesses from the start.
Using source material, video footage and worksheets, students work out how and why each part of its structure (such as the Assembly or the Council) was a strength as well a weaknesses.
They can then put their new found knowledge to the test using specific skills to analyse and evaluate source exam practice questions.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Conflict and Tension 1918-1939
This lesson aims to question the purpose of the League of Nations and why it was set up in the first place.
Students have a series of questions to think about and make inferred judgements on, before the answers are revealed.
As they analyse a number of sources, video footage and statements, they build up a picture of the purpose as well as the strengths and weaknesses of the League of Nations.
This gives them a great foundation to build upon, as they scrutinise the League’s structure and responses to world crises in subsequent lessons.
Ultimately as they analyse the aims of the League of Nations, they will be able to evaluate if those aims were ever met throughout the course.
The plenary requires them to sum up what they have learnt with a focus upon the strengths of the League of Nations.
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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to question how far Mary was fit to run her government.
The first task students have to complete is to predict what Mary with do to overcome some of her immediate problems.
They will also determine whether having numerous councillors during her reign automatically meant an inefficient and faction-ridden government.
Students will learn how Mary both cooperated and well as clashed with her Parliament and then evaluate how efficient her government actually was.
There is an enquiry question posed at the start 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 A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to question how effective the burning of heretics was in Mary’s reign to restore Catholicism.
The lesson begins with some exam extract practice and then focuses on Cardinal Pole’s positive approach at first to gathering ‘the lost sheep’ back into the Catholic fold.
Students learn the process of how a person was condemned to death in Marian England by burning at the stake and why the first executions encouraged large crowds to gather.
Using some more ‘burning’ evidence, students have to evaluate how effective they were in Marian England, and be able to give both sides of the argument, including revisionist views from Dr Anna Whitelock.
Students will finally have to analyse and decide where Protestantism and Catholicism was embedded around the country if at all and the significance of Foxe’s Book of Martyrs.
There is an 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 A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to judge how successful Mary’s economic policies were.
At first glance, it would be easy for students to assume that Mary’s policies failed. Bad harvests, inflation, a sweating sickness ravaging the country and population growth characterised her reign.
However, further investigation and analysis will reveal some successes and foundation stones laid for the future with the help of an able Lord Treasurer.
A revaluation of the currency, a Militia Act, poor relief and the commissioning of six new ships for the navy were all to be welcomed by Elizabeth and her successors when she became Queen.
The plenary is a colour coding exercise where students have to decide which key terms and Acts belonged to either Edward or Mary.
The second part of the lesson focus on a mid Tudor crisis. Students can attempt some question practice with planning guidance and a markscheme provided if required.
There is an 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 A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to challenge the view that Mary’s foreign policy was a disaster.
Students are given the context to Europe at Mary’s accession to the throne and how she was brought into the Habsburg-Valois conflict as a result of her marriage to Philip II of Spain.
There are some differentiated questions to answer using some extended comprehension, as well a discussion on the pros and cons of her foreign policy.
This is a case study of the capture of Calais from a recent BBC magazine article which sets up an extract practice question to answer, complete with a detailed markscheme to help if required.
The plenary challenges what students have learnt in the lesson and some assumptions made by historians.
There is an 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 GCSE 9-1 ELIZABETHAN ENGLAND, 1568-1603
I have produced these flashcards to help students be prepared for and help revise for their GCSE exam on Elizabethan England.
They are easy to use and; simply cut out fold and line up.
Students can test each other in class or take them for their home learning.
The flashcards will help with:
Recall, retrieval and retention
3rd tier vocabulary to attain the higher marks in the examination
Vast subject content
The Historic Environment for Sheffield Manor Lodge, 2023
This bundle is the second part in a series of lessons I have created for Edexcel GCSE 9-1: Superpower relations and the Cold War, 1941-1991.
The lessons are all differentiated, fully resourced, amendable on Powerpoint and are tailored 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 building of the Berlin Wall and its eventual collapse to the end of the Cold War.
They will also explain and analyse (AO2) second-order concepts such as change and continuity in tensions between East and West such as détente and Reagan’s Second Cold War and the causes and consequences of the Cuban Missile Crisis, the Prague Spring, the Soviet invasion of Afghanistan and Gorbachev’s new ideas.
The lessons are as follows:
L12 Berlin Ultimatum
L13 Building the Berlin Wall
L14 Cuba and the Bay of Pigs
L15 Cuban Missile Crisis
L16 Prague Spring
L17 Détente and SALT 1
L18 Helsinki Accords and SALT 2
L19 Soviet invasion of Afghanistan
L20 Reagan and the Second Cold War
L21 Gorbachev’s new ideas
L22 Fall of the Berlin Wall
The lessons are enquiry based with a key question of how close was the world to a nuclear war using a lightbulb posed at the start of the lessons and revisited throughout 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 form mutual understanding and cooperation over the time period in question.
The resources include retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice questions.
They all come 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 analyse the significance of the fall of the Berlin Wall and the impact upon Europe with the collapse of the Soviet Union.
Students begin by recapping key facts about the Wall and how citizens of East Germany could travel to the west through Austria.
They will learn how the fall and destruction of the wall came about an given significance ratings to ten consequences, which students can use to complete an extended writing task.
There are some excellent video links to watch as well as images to decipher during the lesson.
A GCSE question tackling the importance of the fall of the wall can be completed at the end of the lesson with help and a writing frame provided.
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
This lesson aims to assess Reagan’s new approach to the Soviet Union and the reasons for a Second Cold War.
Students learn about the precarious nature of the life span of some of the Soviet leaders as well Reagan’s background before he became President. They then have to emoji rate and judge his Presidency as to how tough a stance he takes using a number of statements.
There are also some statement options to judge correctly as well as a differentiated questioning task.
Some GCSE question practice on the importance of Reagan’s Presidency can be completed at the end of the lesson, with help given using a scaffold and a student friendly markscheme if required.
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.
This bundle is the first part in a series of lessons I have created for Edexcel GCSE 9-1 Superpower relations and the Cold War, 1941-1991.
The lessons are all differentiated, fully resourced, amenable on Powerpoint and are tailored 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 formation of the Grand Alliance to the outcomes of Tehran, Yalta and Potsdam as well as the ideologies of East and West and the Berlin crisis.
They will explain and analyse (AO2) second-order concepts such as change and continuity in tensions between East and West, the causes and consequences of the formation of NATO and the Warsaw Pact as well as the Truman Doctrine and Marshall Aid.
The lessons are as follows:
L1 Origins of the Cold War
L2 Conferences of Tehran, Yalta and Potsdam
L3 The Kennan and Novikov Telegrams
L4 Soviet Satellite States
L5 Truman Doctrine
L6 Marshall Aid
L7 Cominform and Comecon (free resource)
L8 Berlin Crisis 1948
L9 NATO and Warsaw Pact
L10 Significance of Arms Race (free resource)
L11 Hungarian Uprising
The lessons are enquiry based with a key question posed at the start of the lessons and revisited throughout 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 form mutual understanding and cooperation over the time period in question.
The resources include retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice questions and come in PowerPoint format if there is a wish to adapt and change.
I have created these set of resources for ‘Britain as the first industrial nation and its impact on society’ which comes under the ideas, political power, industry and empire: Britain 1745-1901 in the National Curriculum.
These lessons are also useful if you are studying this period at GCSE (such as AQA 9-1 GCSE Power and the People and OCR Explaining the Modern World)
Pupils will learn the significance and impact of the changes in Britain as a result of the new inventions and be able to understand the causes and consequences of these.
They will learn key historical terms such as migration, entrepreneur, industrialised and patent as well as being able to see the change and continuity of transport.
They will be given sources to analyse such as the evidence of child labour in the coal mines as well as the lives of Victorian women and make historical inferences from them.
Furthermore they will be able to write structured accounts and narratives of the changes as a result of Factory Reforms as well as answering GCSE style questions using structured thinking quilts.
Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and ideas used by current history teachers.
The lessons are fully adaptable in Powerpoint format and can be changed to suit. I have included a free lesson to give an idea of what is being offered.
I strongly recommend using GCSE style questions from the exam board and markschemes to assess the pupils at the end of this unit, which are always available on line.
The 12 lessons are broken down into the following:
L1 An introduction to the Industrial Revolution in Britain
L2 Why were people on the move?
L3 What were the industrial towns like?
L4 Transport in the Industrial Revolution
L5 Richard Arkwright – a case study (free resource)
L6 Factories and working conditions
L7 Coal mining
L8 Reform of working conditions
L9 Victorian crime and punishment
L10 Victorian prisons
L11 The Metropolitan Police Force
L12 Jack the Ripper
Any reviews would be gratefully received.
