Learning intentions: Why was Mary, Queen of Scots a threat to Elizabeth? Who was Mary, Queen of Scots? Why did she have a claim to the English throne?

GCSE Elizabethan England Practice Questions.

Fully resourced lesson looking at the start of Elizabeth’s reign. This is a GCSE lesson but could be modified for any secondary age. Learning Objectives: To be able to create a summary of potential problems Elizabeth faced when she became queen To be able to describe the key features of Elizabethan England.

Lesson looking at Elizabethan Government. There is a ‘describe’ question breakdown for the teacher to go through with the students. Lesson intentions: What were the key features of Elizabethan government? What aspects of Elizabethan government had the most authority?

GCSE lesson but could be adapted for key stage 3. Learning intentions: What was Elizabethan society like in the Age of Exploration? What were the key features of Elizabethan theatre? Why did it become more popular during Elizabeth’s reign?

Powerpoint and worksheet that looks at moral panics. The lesson introduces the key concepts such as moral panic, folk devils, and deviancy amplification. It introduces the work of Stan Cohen, with a section of the lesson focusing on the mods and rockers. There is an article task that focuses on how the clashes between the mods and rockers took place. Students will be asked to read a section and take notes on it. From there the lesson looks at examples of moral panics from recent years. The lesson ends with the students creating a newspaper front page using all of the concepts that were introduced, and a chosen moral panic. This resource was used over several lessons.

This lesson was designed for a 16+ health and social care lesson but could be adapted. It introduces students to the concept of safeguarding, and discusses the case of Victoria Climbie. Students will be put into pairs and will look at the summary of the Laming Report and Every Child Matters. They will complete the worksheet, then share their ideas.

Fully resourced lesson assessing the early threats to the Weimar Republic. The lesson could be split into two one hour lessons, one looking at left wing risks the other looking at right wing risks. Learning outcomes: To be able to evaluate the extent of the threat posed by left and right wing groups to the Weimar Republic. To be able to identify left and right wing threats to the Weimar Republic.

Lesson looking at the problems the Weimar Republic faced in 1923. The lesson has an source inference question at the end with an question guide and a model answer. Learning outcomes: To be able to explain why the Weimar Republic faced significant challenges in 1923. To be able to describe the key features of the French occupation of the Ruhr and hyperinflation.

Two 1-hour lessons looking at the standard of living in Weimar Germany. These lessons focus on historians’ interpretations and has a exam practice question with a model answer which the teacher will go through with the class. Learning objectives: To be able to evaluate the extent of change in the standard of living for the German people 1924 – 1929 To be able to explain the changes in standard of living for the German people 1924 - 1929. To be able to explain why historians have different views about the changes in the standard of living in Germany, 1924-29. To be able to identify why historians have different views about the changes in the standard of living in Germany, 1924-29.

First lesson of two that addresses the economic recovery of the Weimar Republic between 1924-1929, with a provenance question to consolidate knowledge. Learning outcomes: To be able to evaluate the success of the policies Stresemann introduced between 1924 - 1929. To be able to explain the reasons for economic recovery between 1924 - 1929.

Lesson that addresses the foreign policy of the Weimar Republic between 1924-1929. The lesson is fully resourced and has an interpretation practice question. Learning outcomes: To be able to evaluate the impact of Stresemann’s foreign and economic policies for Germany between 1924-29. To be able to identify the key features of Stresemann’s foreign policy between 1924-29.

Fully resourced lesson that addresses the legacy of World War One in Germany. Students start the lesson by recalling all the information they can remember about WW1. They then are introduced to key phrases and a time line of key events. The plenary is a recall task based on Mock the Week that recalls the key events. Learning objectives: To be able to explain how Germany became a Republic after WWI. To be able to describe the impact of WWI on Germany.

Sociology looking at historical moral panics. The lesson introduces the topic of moral panics, there is then a video for students to watch and take notes during. The main activity is a carousel task in which students record details about different historical moral panics. Students then consolidate their knowledge into a poster, detailing one of the moral panics they have looked at.

Resource that looks at the fear and fascination of crime. The slides cover Stan Cohen’s ‘moral panic’ theory. The resource looks deviancy amplification, with examples. There is a carousel task that looks at the different theories of the role of the media and crime. This was done in one lesson but could easily be adapted to cover several.

Recently updated lesson on immigration and asylum seekers. The lesson addresses the difference between immigrants and asylum seekers and the reasons why they are different. The lesson then looks at different media representations of immigrants and asylum seekers. The lesson includes an article from the Guardian the discusses the media and migrants. It also discusses the new ‘Small Boats’ policy by Rishi Sunak’s government.

Two hours lesson on English involvement in the Netherlands after 1585. Fully resourced, with differentiated worksheets for students at different levels. The lesson includes two different starter activities to spread the resource over two lessons.

Hour long lesson looking at the problems Elizabeth faced when she became queen. Learning objectives: To be able to assess where the greatest challenge to Elizabeth came from: home or abroad? To be able to identify the problems Elizabeth faced when she became queen in 1558.

Core knowledge booklet/GCSE revision guide for AQA Early Elizabethan England.

GCSE LEsson that could be adapted for key stage 3. Learning intentions: What were the threats against Elizabeth? What were the causes, events and consequences of the Spanish armada?