This lesson will really get your students actively engaged. They begin by figuring out the anagrams of key terms and phrases from the course before working through a detailed set of notes on how China changed after the 1911 Revolution. From here students proceed to complete a 15 piece card sort, arranging them into social, political and economic impacts of Warlordism. Students then complete the lesson with a fun activity (Dingbats) designed to test how well they have understood the key vocabulary and events from the lesson. This lesson was one I created and planned while teaching in China so I really invest as much precision in the historical detail as possible. I hope your students enjoy it as much as mine.

My students love this activity. 180+ questions based on the following categories: The Qing Dynasty Warlords Mao’s rise to power The Great Leap Forward The Cultural Revolution Daily Life It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. I hope your classes enjoy this activity as much as my IGCSE and IB classes always do.

I really enjoy teaching this lesson but it makes a content-heavy subject very easily understood. Students begin by breaking down a source using the OPVL method (origin, purpose, value, limitations) before proceeding to work through an extremely detailed set of notes. The class then use this information to create their own cults of personality before attempting a mix and match memory card game to test their comprehension. The lesson concludes with an exit ticket plenary. I hope your students enjoy this lesson as much as mine do.

My students love this lesson. They begin with an odd one out activity designed to get them thinking about Stalin as the ‘man of steel’ before working their way through detailed notes. They then proceed to take part in a tale of the tape activity where they identify Stalin’s strengths and Trotsky’s mistakes/weaknesses. Following this students complete a piece of structured piece of writing before completing a plenary exercise in which they create a pentagonal plan of reasons which address the Key Question. I hope your students enjoy this lesson as much as mine do.

In this lesson students explore how Hitler consolidate power between 1933-34. The class begin with a mix and match starter to test subject knowledge before working their way through the notes. They then complete a playdoh storyboard to consolidate their learning (this can be done as a simply drawn storyboard if the teacher prefers). The lesson finishes with a back to back plenary in which students are awarded points for guessing their partners key words (there are given words they are not allowed to use). In this lesson students explore a high level of content in an engaging and active manner designed to embed subject knowledge in long-term memory.

In this lesson students begin to explore the concept of totalitarianism by a class discussion of photographs of a much-loved Hitler in the starter activity. This the leads to students accessing a detailed set of notes before beginning a mind map exercise in which the class explore the role of propaganda, economics, crushing of opposition and use of terror. Students conclude this lesson by participating in a Connect 4 style plenary to measure subject knowledge. I hope your students get as much out of this lesson as mine do.

This is a powerful lesson which really gives students pause for thought. The class start with a what’s behind the squares activity which reveals a female Soviet sniper and which is designed to stimulate discussion about the nature of war. The class then read through an incredibly detailed set of notes before beginning a design-a-memorial task for which they are expected to include precise historical detail. The lesson concludes with a powerful piece of source analysis which invites further informed comment on the nature of fighting on the Eastern Front. I hope your students get as much out of this lesson as mine do.

My students always find Dingbats a really engaging starter and one which sets a nice tone for the lesson. The class then work through a set of detailed notes which are high on precision before consolidating their learning by selecting two reasons for and two reasons against the policy and using this information to complete the newspaper template. I hope your students enjoy this lesson as much as mine do.

In this lesson students begin by identifying what’s behind the squares in the starter activity which leads to source analysis which is designed to introduce the Key Question - What were the motives of the Big Three at Versailles? The class then explore a detailed set of notes before being issued a character card. The class then hotseat in role using the masks provided before concluding with a ‘Have I got News for You?’ style plenary in which they have to fill in the gaps to show comprehension. I hope your students gain as much from this lesson as mine do.

This is one of my most important lessons because not only is the content very precise but it refines student’s ability to consider significance as an historical concept. The lesson begins with a starter activity which invites students to consider the basest aspects of Nazism and then leads into a detailed set of notes. The class then complete a ‘clever cross’ activity where they measure who gained the most and in which they complete a numerical exercise. The lesson concludes with a powerful plenary in which students are introduced to Anthony Partington’s criteria for measuring historical significance and this is linked directly back to the Key Question. I hope your students gain as much from this skills and content based lesson as mine do.

This lesson will introduce your students to Weimar Germany fantastically well. Students complete a maths challenge in the starter PPT to introduce them to some of the financial difficulties Germany was facing. After this the class work through a set of exceptionally detailed notes before completing a funneling activity designed to help them discriminate between evidence to form a judgement to help them answer the Key Question. The lesson concludes with a class vote PPT plenary. I hope your students get as much out of this lesson as much as mine do.

This lesson is titled “How was Franz Ferdinand assassinated in Sarajevo in 1914?” The lesson begins with an Odd One Out activity designed to introduce the class to the concept of political assassination. The Key Question is shown along with aims and graduated learning objectives (all will/most will/some will) before slides of background knowledge to enable teacher exposition. The class are then set a heads and tails card sort activity which they cut and glue into their books to tell the chronology of the assassination. They are then placed in groups of six (or less) and given their own character cards. From here the main activity begins. A four scene role play is explained to them and they have to work together to create a role play involving their characters. A summary of the four acts is provided on one single slide for ease of reference. Students revisit the learning objectives as they act out their performances. The lesson concludes with a flower plenary in which they are invited to add eight pieces of newly acquired knowledge to 8 petals. This lesson has been designed with high school students in mind and I hope your students get a much from it as mine always do. Wishing you a terrific day.