The Holocaust The aim of this lesson is to analyse and evaluate the reasons why anti-Semitism prevailed in Europe and in particular Britain during the Middle Ages. Students study the causes and consequences of this hatred and jealousy and have to decide and justify why so little was done to defend the Jewish community leading to their expulsion in Norwich. A case study of Mosse Mokke and his wife Abigale, Jewish tax collectors in Medieval Norwich shows how anti-Semitism was rife in Britain in the Middle Ages and how they were portrayed by the local community. The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. There is some excellent video footage to accompany the lesson and printable worksheets which are differentiated. 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.

The British Empire The aim of this lesson is to discover who the Zulus were and how and why their fighting left a lasting legacy on the British Empire. Students will also find out why the British army, allegedly the best and most disciplined fighting force in the world at the time be defeated and humiliated at the Battle of Isandlwana? They will also analyse how within hours they were heroically defending their lives at Rourke’s Drift in one of the most unlikely ‘victories’ in British military history. Students evaluate both battles, creating headlines and writing articles, using argument words and second and third tier vocabulary. They finally appraise the events of 1879, concluding how both battles should be viewed overall in history and their legacy. 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.

Edexcel GCSE 9-1 Medicine Through Time, c1250-present These key individual flashcards aim to get the students thinking of key people and their significance in medicine. I always find students have revised thoroughly for exams, but do not push their grades into the higher brackets as they focus on content rather than the individual’s impact and importance, particularly over time. These flashcards are great when addressing the 12 mark ‘explain why’ question, particularly when arguing over rapid change. There are 33 individuals listed, including those for the Historic Environment; The British sector of the Western Front. Students can use them in class (I use them as starters and plenaries) or to take home and use for their own personal revision programme. I also display them in the classroom (enlarged) and use when teaching this unit of study. The resource comes in Powerpoint format if there is a wish to adapt and change.

The aim of this lesson is to understand how the Allies won the Battle of the Atlantic, a phrase coined by Winston Churchill during the Second World War. Churchill himself felt this was one of the most serious threats facing the Allies and therefore during the lesson, students have to evaluate and explain how serious the threat was, before analysing the different ways the Allies subsequently reduced the threat of the U boats. Students learn why the Atlantic was so vital to Britain and how the U boat wolf packs impacted on supplies and rationing in Britain. There is various video footage to use from the BBC, as well as the boasts of Uncle Albert from Only Fools and Horses. A find and fix activity for the plenary checks student understanding of the lesson and allow them to discuss what they have learnt. 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 activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to question whether the breaking of the Enigma Code led to Britain winning the Second World War. Having watched the ‘Imitation Game’, I was fascinated to learn more about the story of Alan Turing and the injustice he received at the hands of the British Government. I was therefore inspired to write this lesson for my department especially after his contribution to the war effort and his brilliance of mind. The first task naturally is for students to crack the code and find out what they will be learning about in the lesson. They will also learn about the significance of Bletchley Park and how the code for the Enigma Machine was deciphered by Turing and his team in Hut 8, using a missing word activity. A thinking quilt will also test and challenge their understanding of his early life, his work during the war as well as his legacy. There are some excellent video links using the BBC website and an exert from the film above. The plenary will finally test their understanding of the lesson, using a true and false quiz as well as images to link to the key ideas of the lesson. 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 activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to understand how the British Government prepared for the Second World War and why it introduced rationing. The lesson begins by deciding which foods were rationed and why. Students will also have to work out which foods also became unavailable and the reasons for this. There has always been an assumption that as foods were rationed and restricted, people on the Home Front therefore struggled to make ends meet. Students are given information on all the goods rationed and compare this to the recommended weekly healthy intake per person today. As they will soon find out, rationing did not always mean everyone suffered as a result. Students will also be required to analyse the effectiveness of some posters at the time, encouraging people to grow their own food and well as a comprehension task and a challenging thinking quilt on clothes rationing. The plenary uses flashcards to question their understanding of the lesson. The lesson comes complete with embedded videos and a lesson plan on how to use the activities. 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.

The aim of this lesson is to decide if everyone celebrated VE Day and the end of the Second World War (World War II) in May 1945. At first glance, it would appear so as famous pictures at Trafalgar Square show soldiers and civilians alike celebrating as well as the famous faces on the balcony at Buckingham Palace. Students are also given information about the lead up to the German surrender in the form of a quiz, in which they have to choose the right options to gain points. However, further investigation reveals the Americans were still fighting the Japanese in the Pacific, as well as prisoners of war still held captive around the world. Students also have to consider the terrible losses people had gone through and therefore had little cause to celebrate. I have also included some curious questions such as why did divorce rates surge at the end of the war or why were there rumours that soldiers were to be trained in jungle warfare? There is lots of video evidence from the time to accompany the lesson as well as a talking heads plenary, which analyses which leader said what at the end of the war in Europe. 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 and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to assess how Channel islanders survived World War II with the only occupation of British soil by German armed forces.Britain had taken the decision to leave the Channel islands undefended. Therefore students are questioned as to why this decision was taken and how they might feel being at the mercy of the German occupation during the Second World War. Use of a text and a thinking quilt will help students analyse the ways in which islanders survived, through rationing, acts of resistance and their treatment by the German soldiers garrisoned there. The Germans attempted to make it a model occupation with respect shown to the islanders, but with curfews and censorship, students have to evaluate if this was the case. Some excellent video footage will also explain the treatment of prisoners of war moved to the island to help build the Atlantic Wall defences and how they attempted to manage under appalling conditions. Some real life testimony from survivors is also given to allow students to evaluate fully the significance of the occupation and survival techniques developed to survive. A big thank you in my research for this lesson goes to Dan Snow and his podcast on the occupation as well as the book by Duncan Barrett, ‘When the Germans came’, as well as testimony from a family friend who is still a resident on Jersey. 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.

Edexcel Superpower Relations and the Cold War, 1941-91 This lesson focuses on the Conferences at Tehran, Yalta and Potsdam and aims to evaluate their impact on East-West relations. Students are required to decide who said what in a retrieval practice activity at first, before analysing the Conferences and evaluating what was agreed, bearing in mind a change of leadership in Britain and America between Tehran and Potsdam had a considerable influence on the outcomes for each. The plenary sums up their knowledge through numbers. Finally some GCSE question practice gives the students some strong and average model answers which they have to distinguish between and be able to explain why referring to the exam board markscheme. 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 question practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Suffragettes The aim of this lesson is to evaluate how much the vote gave independence to women in the roaring twenties. Students have to assess how and why women became more confident and empowered with new technology and the introduction of the reckless flapper, shocking society with her wild behaviour. There is video evidence, text mapping and source analysis for the students to complete to aid them in justifying their decisions. Students will also evaluate the role of four pioneering women in a differentiated task by colour coding batteries to rate their contribution to ‘girl power’. There is a chance to complete some extended writing using importance words as well as adding appositives to simple sentences in the plenary. 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.

Edexcel Superpower Relations and the Cold War, 1941-91 This lesson aims to define what the Cold War was about, the differences between Communism and Capitalism and how after 1945, both the Soviet Union and America went from allies to enemies. Students use a map and video footage to define what the Cold War was all about, with a writing frame supplied if required. Students also learn about the different political spectrums in the world at the time and use this knowledge to categorise them in a colour coding activity. They also had to analyse evidence of how mutual suspicions grew which they plot on a suspicion o’meter and justify their choices. The plenary uses a mood board to distinguish between the various ‘moods’ of leaders and soldiers from the time. The lesson is enquiry based with a key question 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 suggested teaching strategies and 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 introduce the types of Government that existed within Europe in 1780. Students are given a map of Europe in 1780, from which they learn the various rulers and how they each individually ruled their countries, making links and connections between them as well as recognising their differences. They will also study contemporary accounts of France and evaluate the reasons why the seeds were sown already in France for a revolution. The plenary requires students to use their knowledge from the lesson to complete a multiple choice quiz. 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. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The British Empire The aim of this lesson is to discover how tough it was to colonise the New World for British settlers and why America fought for its independence from Britain. The lesson begins with the Pilgrim Fathers and students discuss the reasons why they and many families began to settle in the New World. Further analysis requires students to judge how tough it was to set up in America and the impact they made on the local communities they came into contact with. Having made their judgements, students can engage in an extended writing task with key words and a writing frame to use if required. The second part the lesson analyses the reasons why the colonists became so angry with Britain and claiming no taxation without representation. Students are then required to give reasons as to why a war ensued and the significance of George Washington of the Declaration of Independence. A true or false plenary focuses on the legacy of Britain’s Empire in America and its links to today. The lesson comes with 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 aim of this lesson is to analyse African American experiences in the Civil War. The lesson begins by students exploring the reasons why the law changed, allowing black people to join the US army Some video footage and statistics give an insight into some of the experiences black people encountered, before students complete a thinking quilt linking key terms to events in the Civil War as well as challenge questions. Students also have to evaluate the significance of black regiments by analysing a quote from Frederick Douglass at the time and deciding which statements apply and fit the criteria, before justifying their choices. An interactive blockbusters plenary questions their knowledge from the lesson and checks understanding. 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.

The aim of this lesson is to analyse why slaves escaped from their masters and evaluate the significance of Harriet Tubman. The lesson begins by asking why slaves ran away and how would they prepare for it. Some source scholarship focuses on an advert placed in 1838 to retrieve a runaway slave. Key questions on inference require students to analyse and read between the lines on why the owner was desperate to recapture the slave. The second part of the lesson examines the underground railroad and the roles of those who helped the escapees and relocate to the northern states. Harriet Tubman was instrumental in this and students undertake an extended written piece on her significance. Finally some famous escapes are highlighted and debated by the students as to which were the most daring, interesting, lucky and famous. 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.

The aim of this lesson is to question how much Britain valued its Empire soldiers in the First World War. This subject is very topical at present as historians such as David Olusoga are putting cultural diversity at the forefront of our British history curriculum. The starting point of the lesson is to analyse the story of Private Johnson Beharry, focusing on his background and the reasons why he was awarded a Victoria Cross, through source or video evidence. Students will then link his story to World War I, where they will learn how more V.C.’s were awarded to Empire soldiers than anyone else and discover which parts of the Empire contributed to the war effort and why. There are case studies in the lesson focused on troops from the Punjab and the West Indies. The main task students face is to judge how valued Empire soldiers were at the time and if not, how and why they were viewed differently. Ultimately they will need to clarify why this varied widely according to country and race. They will also be required to write an extended answer using their own opinions, with argument words and scaffolding given if required. There is a plethora of video evidence to accompany this lesson, with brilliant clips from the BBC and other sources. Students will finally consolidate their learning by creating sentences from ‘fragments’ and a retrieval task on the First World War. 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.

The French Revolution The aim of this lesson is to assess the personalities and characters of King Louis and Marie Antoinette and how these contributed to the French Revolution. Students are required to build up a picture of the French monarchy using some source scholarship and written accounts from the time. This will enable them to decide and explain the most important reasons why they became so unpopular with the French population. Furthermore, they will be required to chart a popularity rating for each of them and justify their choices, using some extended writing techniques. The plenary uses a summarising pyramid to evaluate and condense what they have learnt in the lesson. The lesson comes with retrieval practice activities, 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. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to understand the social position and place of the three classes or Estates in French society. Students are given information about all three Estates from which they have to categorise their privileges and duties, which they can present in a diagram or in written form. There is some source analysis as well as a brilliant video clip which highlights the class gap between the second and third Estates. They will also be required to explain how each Estate feels with their position in society and which taxes had to be paid as duties. The plenary gives numerous fictitious people from which the students have to identify the Estate they belong to and whether or not they would support the King. The lesson comes with retrieval practice activities, 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. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to understand how and why Louis’s financial problems precipitated the storming of the Bastille and the French Revolution The lesson begins by questioning how our present government raises money through taxes, both directly and indirectly. This is then linked to how much debt Louis is in and how he can raise money to run the country (and pay for his extravagances). Moreover, students must prioritise what he should spend his money on and the reasons for this. Students are then given a number of options, from which they have to decide whether this is a good idea to raise money or not and what could be the consequences as a result. This is an evaluative task which will challenge their thinking outside the box, although answers are given or can be revealed to help if required. The true or false plenary will test their knowledge of what they have learnt and check understanding. The lesson comes with retrieval practice activities, 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. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to understand the significance of the Tennis Court Oath Students are introduced to some key words before they analyse what tipped the French people over the edge. This includes some interactive slides explaining the rise in prices particularly with bread. The main task is to complete some source scholarship on the Tennis Court Oath, as the events are broken down into sections, with some modelling of how to complete this task if required. There are some key questions on the Tennis Court Oath to summarise, followed by a significance activity, where the students rate each significance by colour coding a thermometer and then justifying their answers and the choices they have made. The lesson comes with retrieval practice activities, 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. The lesson is fully adaptable in PowerPoint format and can be changed to suit.