Lesson for year 9 which looks at the consequences of World War One, with a focus on the complex issue of Hyperinflation. Lesson continues from classwork on the Treaty of Versailles and explores what hyperinflation is and how/why it happened in Germany. This is a complicated issue to explain, especially to year 9 pupils and I have tried to include examples in the PPt to help do this, along with a video clip. This worked very well this year (this version is about my twelfth!) and worked for top, middle and bottom sets. The lesson finishes with source work exploring the wider situation Germany was in during the early 1920s. Sources are included in the powerpoint but easily substitute-able if required. Also attached is a source table for the pupils to fill in. Included are: Powerpoint Sources (within ppt) Source table I HOPE THIS IS USEFUL TO YOU. PLEASE LEAVE FEEDBACK OF SOME SORT, EVEN IF IT IS ONLY ONE LINE (!) AS I HAVE FOUND REVIEWS AND FEEDBACK HARD TO COME BY SO FAR!!

Sheet used for pupils to focus on the 3 interpretation questions on Paper One of the new GCSE. Sheet includes 2 interpretations, 3 questions with guidelines for the pupils on how to answer each question. This worked really well for my pupils and provided an good assessment of progress while giving them a helping hand. Sheet is easily adaptable for any interpretations

Set of Seven revision lessons I used last year for my Year 11s, focussing on the Germany 1890-45 topic Lessons cover: Creation of Germany - end of the Kaiser End of WW1 - Failure of the Munich Putsch Weimar Germany 1924-29 Nazis in 1929 - Night of Long Knives Hitler’s Germany : Propaganda; Terror; Youth; Women; Church; Economy (we didn’t have time to focus on Germany during the War and had already done a seperate focus on the Holocaust in revision) Assessment Lesson. Lessons are presented as information slides. There are some tasks involved but my class preferred lecture-style lessons so much of these PPTs are presented in this way. Lessons are printable - I would do this and give to the students beforehand to make notes - and easily editable.

3 Lessons I used to introduce my class to the Historical Environment of Pevensey Castle and link it into their existing knowledge. Lesson 1 recaps on previous knowledge and gets class to think about the best locations for a castle to be built and justify their decisions. The lesson then looks at the site and building of Pevensey (I’ve tried to ‘drip-feed’ as many of the provided AQA sources as possible). There is a labelling task (I’ve tried to mix up the tasks as much as possible otherwise these projects can become very dry and lecture-like). Lesson 2 - focusses more on Pevensey and examines WHY William chose that particular spot. Pupils then look at why the Normans kept an interest in Pevensey and actually improved it. There is some group/paired work to begin with and then some comprehension work using some of the provided sources - I’ve tried to pick out the key bits from the sources and provide them in an easier-to-digest way - the sheets are all included for use/editing. Lesson 3 - works a bit as a recap/introduction to the events after William I’s death - this was useful for my class before their mocks and also linked in the idea of primogeniture. The task also then links back into the importance of Pevensey and why it was involved in the clashes between William’s sons. The lesson then looks at the exam question, how to approach it and I have given the class a few questions I think might be likely (on the ppt) and asked them to plan around them in pairs. All sheets referred to in the PPT are attached - As mentioned previously, I have tried to adapt the sources given to us by AQA into something more manageable - these can be used as they are or edited to suit. The textbook referred to in Lesson 1 is AQA GCSE History: Norman England, 1066-1100 by Helena Clarke. The Video referred to in Lesson 2 is from the BBC - '1066: A Year to Conquer England feat Dan Snow - We have a copy at school - should be available on the internet somewhere, if not, it can be replaced/missed out - the clip shows the weather and conditions William faced as the Normans tried to invade - it’s included in the lesson to again, try to mix it up a bit!

Lesson which works for all abilities of year 9 pupils - looks at the Schlieffen Plan, giving the students an understanding of WHY the plan was needed, WHAT the plan was and WHY it failed. Uses a mixture of paired work, video clips and textbook work to achieve the following objectives: To understand why Britain became involved in WW1 To be able to describe the Schlieffen Plan and how and why the plan failed. Lesson finishes with an introduction to trench warfare which can then be focussed on in the following lesson. Lesson makes use of Aaron Wilkes: Technology, War and Identities (Folens)but this can be easily changed to suit resources available.

Lessons begin by recapping on the medieval doctor work from last lesson before moving on to look at the role of church and Christianity in providing medical care. Lessons then examine positive impact of the church using source work (attached on seperate sheet) before looking at how much the church was an obstacle to progress. There is cartoon analysis (on ppt) and explanation of the relationship between Galen and the church before pupils complete a categorisation exercise where they have to look at positive and negative impacts of the church (sheet attached). I do this as a cut and stick with written consolidation afterwards but this can be adapted if needed. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision (I often get pupils to stick them into their books) ‘Who cared for the sick’ and categorisation exercise sheet are included.

Lesson picks up from looking at Hippocrates and studies the work and impact of Galen via textbook exercises and a video clip (link in ppt). Class are then introduced to the medical ‘treatments’ available in the Middle Ages, including barber surgeons and ‘doctors’ before completing a research task (can be used for computer lesson/task or homework) on the methods used by doctors in Medieval times. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision (I often get pupils to stick them into their books) Lesson makes use of Schools History Project Syllabuses - Medicine Through Time: Amazon.co.uk: Christopher Culpin, Joe Scott

Lessons serves to introduce pupils to the GCSE course (I teach Paper 2 in the first year) and gets them thinking about medicine and medical progress through simple interpretation exercises. There is a brief explanation of the factors involved in progress (which will be looked at throughout the course) before pupils are introduced to the conflict between supernatural and natural ones. They then look at the 4 Humours and the work of Hippocrates, finishing by some work on the continuation of the supernatural and the Temple of Asklepios. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision. Lesson makes use of Schools History Project Syllabuses - Medicine Through Time: Amazon.co.uk: Christopher Culpin, Joe Scott

One of the most useful resources I’ve produced, I give this to all students for revision. This sheet gives the student a “bite-size” reminder of what is required for each type of question on PAPER ONE of the new GCSE Paper - this example is for in the Germany 1890-45 and the Conflict & Tension sections of the new AQA GCSE history exam. Easily adaptable for other topics on Paper ONE. PLEASE NOTE-I’ve been having real problems with the preview feature. To try and solve this I’ve had to space out the content in word (easily un-doable once downloaded!) I’ve also copied an example of the sheet (looking at question 1) below: 01 How does Interpretation B differ from Interpretation A about…………………�����……… Explain your answer using Interpretations A and B​​​​ (4 marks) For this question you need to compare what is in Interpretation B (the content) with what is in Interpretation A and explain how they are different. Don’t just identify differences – you must explain them. DO NOT explain why they are different – this is the NEXT question.

2 Lessons looking at the political problems faced by the Weimar Republic in their early years. There is some source work and then pupils study the idea of proportional representation and coalition governments. Class then look at the makeup of the first Reichstag and how the political situation fluctuated in Germany. There is then a focus on the risings of the Left and the Right in Germany, supported by videos and tasks on both the Spartacist Uprising and the Kapp Putsch. When looking at the Kapp Putsch the pupils also analyse a primary source (attached). Lesson finishes by focussing on the continued political violence existing in Germany…leading the way for the Munich Putsch Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook. Freikorps info shee and Kapp sheet attached.

More of an activity than a lesson - ppt begins with information from last lesson on reparations and asks a few recap questions. There are then 2 video links embedded which lead into the main task - pupils are set a research task which results in them creating an information booklet. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook

Lesson looks at the financial problems caused by defeat in the War and the efforts of the Weimar Republic to solve them. There are information slides and questions throughout the lesson to get the pupils to think of the problems certain potential strategies could, and did cause, in Germany. There are tasks and a short video (embedded in ppt) which look at inflation, a concept I often spend a lot of the lesson trying to explain! Lesson finishes with pupils looking at the economic impact of the Versailles reparations. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook.

Lesson follows up on recent work on the Treaty of Versailles with a set of recap questions on the German reaction to the Treaty and for-and-against points on whether the German reaction was justified. Class are then asked to complete a newspaper task, examining the reaction to the ToV from different countries’ perspectives. At the end of the lesson there is some exam work around a 25-mark question and some pointers I provide for pupils when asking them to answer this particular question. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook.

Lesson looking at the German expectations for the Treaty of Versailles, and the eventual terms. I always set this lesson to do at home but it can be easily adapted to be taught instead. Lesson picks up from Lesson 6, looking at how (and why) the Germans expected to be treated, supported by video clips. There is then some info surrounding events in Germany and the eventual terms of the Treaty. Pupils then complete a number of tasks on the ppt to consolidate knowledge, looking both at the terms and whether Germany was justified in being appalled at the Treaty. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook.

Lessons begin with a recap quiz, consolidating knowledge so far. Pupils then go on to look at what happened after the War in Germany, focussing on the problems faced by the new government and how Ebert approached these issues. Main part of the lessons cover the new consitution of the Republic and, where pupils look at both sides of the constitution and analyse strengths and weaknesses. There are two tasks here, I only usually use one of them depending on the make-up of the group. There is also a homework to consolidate. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook.

Lesson picks up from looking at the impact of World War One on Germany in lesson 2. Main part of lesson is presented as information slides which takes the class through the key events leading to the removal of the Kaiser. These information slides can be printed from the ppt and presented as a lecture or as something more interactive (depending on if you have the time!) The second part introduces the idea of assessing the value of sources, using one of the sources in the textbook. I usually go through the skills needed when looking at value, leave the pupis to it and then recap as a group using the hints on the ppt. Lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945

Lesson looking at the impact of WW1 on the popularity of the Kaiser and the political situation in Germany. Lesson begins with a recap on last lesson before introducing the negatives effects of World War One on Germany. Pupils have to consider how this will affect the position of the Kaiser and what the likely consequences will be. This is supported by a youtube video, linked within the PPt. Pupils then have to complete a task considering the 14 Points of Woodrow Wilson (can be printed from slide). Lesson finishes with task examining the main events of 1918 and their impact on Germany. Resources are printable from the PPT. Lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 Textbook.

Introduction lesson to the A level course for new year 12s. Lesson goes over the content of the first year of the course and introduces the exam question types with examples from a recent paper. Pupils are then given a brief introduction to Germany from the formation of the Second Reich, including a video on the Franco-Prussian War. Includes a research homework to continue the introduction to Germany and to some of the major players.

Lesson follows from the introduction to Germany by going over how Germany was run (recap works as its own exercise if you haven’t got my introduction lesson!) Class then see a short comparison of Germany under Wilhelm I before being introduced to his son, Wilhelm II. There is some source work to introduce the character of Wilhelm II, using the attached sheet before pupils have a look at an exam-style question for the first time on this topic (included in PPT). Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Worksheet with Kaiser sources is attached. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook.

Lesson introduces the pupils to the new topic of Germany, focussing on the creation of the new German state and introducing the key terms of Kaiser, militarism, Reichstag etc. Pupils are also introduced to the constitutional problems involved with the new Germany, problems which will become more apparent when Wilhelm II becomes Kaiser. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook.