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 am very proud of the precision and amount of detail in this lesson and its designed to be engaging and to ensure students make measurable progress. The class begin by exploring an odd one out exercise for the starter activity and this draws their attention to early Chinese views of westerners. This then leads into an extremely detailed set of notes (which I created when teaching in China) before students attempt a 30 piece hexagonal card sort which is colour-coded into factors. The class then make links and explain the Key Question before finishing with a fun ‘Just-a-Minute’ plenary in order to test their understanding and knowledge gained. I hope you enjoy this lesson as much as my students 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.

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.

My students love this activity. 120+ questions based on the following categories: Rise to Power Purges & Show Trials Cult of Personality WWII Five Year Plans Collectivisation 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. Allow students to use Ipads or Internet devices to research answers depending on their level of subject knowledge. At IB/A Level I expect students to answer unaided but at GCSE/IGCSE and below I use this activity as a research lesson and allow them to research responses. I hope your classes enjoy this activity as much as classes always do! Its one of my favourite revision activities.

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.

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.

In this lesson students explore the Key Question ‘How successful was the League of Nations in the 1930s?’ They begin by acting out cards which they will have covered in the 1920s as a game of charades. The class then work through a set of detailed notes before playing a game of snakes and ladders bingo. It needs to be printed in colour and laminated but these work great with students and as an activity the league’s successes (ladders) and faults (snakes) become very clear. The lesson concludes with an angram plenary to test student comprehension of key terms. I hope your students enjoy this lesson as much as mine do.

In this lesson students work through a comprehensive set of notes before attempting a Tarsia card sort activity to consolidate knowledge acquired. The lesson concludes with a game of Nazism Guess Who whereby students ask only questions which require a yes/no response (they can use the internet to help respond). Please note prior to purchase this game works best if you already have a board upon which you can stick the pictures! I hope your students find this lesson on Widerstand as useful as mine always 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.

This is a very clear and structured approach to ensuring student success in the History IA. The PPT talks students through how to tackle each section of the IA and rubric breaks it down so they know what to aim for in each section. I hope your students find these items as useful as mine.

In this powerful lesson students begin with a what’s behind the squares activity designed to get them questioning why an Olympic polo player might have been bloodied. They then work through a very detailed set of notes before completing a 48 piece hexagonal card sort which is colour coded into causes, events, and consequences. This activity is designed to ensure students can identify links and causation as well as encouraging them to select the most compelling piece of evidence. This then leads to a piece of extended written work. Students complete this lesson with a source matrix on a famous Vicky Weisz cartoon from the Daily Mirror to draw out their findings. I hope your students enjoy it as much as mine.

Great activity for revision. There are two different question cards and the battleships are all named after significant ships (eg Hitler’s personal yacht, the Grille). Students take it in turns to guess a square and if they answer the quesiton correctly they are awarded a hit or miss. Needs to be printed back to back. I hope your students enjoy this as much as mine do.

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 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.

In this lesson students piece together a linear card sort as a starter activity to understand how US troops ended up fighting in Vietnam. Once this has been achieved the class work through very detailed notes on the nature of fighting on both sides before beginning a model making task to explain US/VC tactics (the model can be a built model, a written model, a picture model or a computer generated model). The lesson concludes with a Dingbats plenary on some of the key terms covered in the lesson (punji trap, domino theory, guerilla tactics). I hope your students enjoy this lesson as much as mine do.

This 34-page pack is the incredibly detailed and complete set of notes I have written for my students. It is basically an entire course on Why do events in the Gulf Matter? in one pack! Suitable for 16+ including GCSE, AP, A Level, and IB students. Notes are broken down into the following sections: How did Saddam Hussein rise to power in Iraq? What was the nature of Saddam Hussein’s rule in Iraq? Why was there a revolution in Iran in 1979? What were the causes of the Iran-Iraq War, 1980-88? What were the consequences of the Iran-Iraq War, 1980-88? Why did the First Gulf War take place? I am confident you will love this resource because there is nothing on the Internet which I have found which offers the same level of breadth and detail on this topic.

In this lesson students begin with a charades starter to test knowledge from prior learning. They then work their way through a detailed set of notes before completing a card sort activity in which they decide if evidence suggests the war was the fault of Iraq, Iran, or the USA. Students complete the lesson with an exit plenary activity. I hope your students get as much out of this lesson as much as mine do.

The lesson begins with a game of Bingo to see how much they already know (there are 30 different cards and a list of 61 key questions to read out with answers such as Article 231, Woodrow Wilson, 100,000 etc). The winner is the first to get a line crossed off and to shout out Bingo. A second starter activity then leads to students address the views of Harold Nicolson who said the treaty was “neither just nor wise” with historian Alan Clark who argues that this view “needs to be abandoned.” Lesson aims and objectives are introduced and these are graduated (all will/most will/some will). Students then proceed to work through a very detailed set of slides (teacher talk) which is broken into for and against arguments. Arguments that it was justified include the Kaiser’s September programme, the harshness with which Germany had treated Russia at Brest-Litovsk, and the need to crush German militarism after the invasions of France in 1870 and 1914. Arguments given that the Treaty was not justified include how it created the stab in the back theory, German expectations based on Wilsonianism and the 14 Points, the argument that Germany might not be solely responsible for the First World War, and of course the economic and political instability it caused in Germany. Students then complete a 14-piece card sort activity (there is a colour-coordinated version for purposes of differentiation if required) and they then fill in and glue on the explanation cards. The lesson concludes with a Blockbusters game plenary. Students choose an acronym and the teacher reads out the clue. If they get it right they continue. The winner is the person who makes a continuous line from top to bottom or from left to right. The final plenary asks students to revisit the debate between Nicolson and Clark and to vote with their feet.

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.