Following on from my earlier lessons on Pevensey - the final 2 lessons used firstly to recap and then focus on exam work based on the Historical Environment of Pevensey Castle. Lesson 1 - acts as a recap and link to previous knowledge of both castles in general and to work on Pevensey. The lesson then focusses onto Pevensey and tries to establish uses for castles, both specific to Pevensey and also to general Norman castles. There is some source work here to support (attached here). Lesson finishes with a look at an example question and uses the source work to begin to plan a framework of an answer. Lesson 2 - focusses more on Pevensey and tries to apply to factors identified in lesson 1 to the specific Historical Environment. Pupils are encouraged to look at the later events surrounding Pevensey to add to their answer. There is focus on a specific question, advice on how to plan the answer and then focus on an example answer (included ON THE POWERPOINT SLIDES)- this is the same as the example answer I have uploaded seperately so don’t buy both!!) There is also another example question I have thought of on the last slide - this could be developed further depending on time. 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. PLEASE LEAVE A REVIEW EVEN IF ONLY ONE LINE!

Example Question and full answer for the Historical Environment 2019 Pevensey Castle topic. I have used this resource with my classes this week in order to give them an idea of how to structure an answer and how to link it to the historical environment.

3 Lessons I used to introduce my class to the Historical Environment aspect of the Battle of Hastings and link it into their existing knowledge. Lessons follow the events of 1066 in a chronological way, with specific focus on the build up and events of the Battle of Hastings Lesson One recaps on previous knowledge regarding the contenders to the throne and focusses on the preparations made for battle by both King Harold and William. There is use of the AQA provided resource pack here - page reference is on the PPT. There are also videos to add to the narrative (resources included with lessons). Lesson ends looking at the Battle of Fulford and what it meant for Harold and William. Lesson Two begins with a video looking at the Battle of Stamford Bridge and some work around this battle and its impact on later events. I have structured some of this around a ‘write an account’ question just to take the opportunity for some more exam focus!! There is use of more of the provided sources and a focus on the armies and tactics in the build up to Hastings. Lesson Three makes use of some of the visual sources provided by AQA. Class then, with the aid of video aids, focus on the events of the BoH and the turning point/s of the battle. Lessons finish with a look at the question type and a possible question (I will be uploading an example answer to this question in the future). Video resources Lesson One includes a Youtube video linked in the PPT. Lessons Two and Three make use of 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 - the videos focus on the Battles of Stamford Bridge and Hastings: there are lots of variants on youtube if you can’t get hold of ‘A Year to Conquer’. Written resources Lesson One uses the resource pack provided by AQA I have included (and edited) some of the sources provided by AQA at certain points. Textbook references are for Oxford AQA History for GCSE: British Depth Studies c1066-1685 (Norman, Medieval, Elizabethan and Restoration England). These can be substituted for AQA GCSE History: Norman England, 1066-1100 by Helena Clarke or another text.

Modified for Home learning - this was the first lesson my students attempted once schools were closed in March 2020. Created for the AQA GCSE: Lessons pick up from King Harold’s reaction to the Norman invasion. Examines the problems Harold’s army were faced with after Stamford Bridge and looks at the make-up of the Saxon and Norman armies. Pupils look at the battlefield and advantages of being at the top of Senlac Hill. Lesson uses video clips to cover the events of the battle itself (these can be replaced with other videos or written sources if necessary) and the textbook to look at tactics, events of the battle and the turning points. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke Video clips:1066: A Year to Conquer England

A lesson for year 8 or 9 introducing the struggle for women’s rights, focussing on the Suffragette actions before World War One, the choice women had as war was declared and the effect of World War One on changing attitudes.The Lesson includes two examples of source analysis - these also offer the opportunity for comparison - beginning to introduce skills needed for GCSE. Powerpoint is presented in an easy-to-follow style and is self-explanatory - sources are at the end of the presentation, ready to print. Page references are for the Technology, War and Identities textbook (Second Edition) but can be easily adapted for any resource you might have. 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!!

2 Lessons looking at how the Nazis kept control of the the country via terror and control of the law courts. Includes information, tasks and consolidation slides once tasks are complete. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to Oxford AQA History: Democracy and Nazism: Germany 1918-1945

Fourth lesson of the Anglo-Norman Conquest GCSE AQA course - Shaping the Nation. Lesson builds on knowledge of the main contenders to the throne, explains why there were different interpretations of the succession from the Normans and the English and moves on to study King Harold’s preparations for invasion: gathering a navy and an army and fending off initial attacks from his brother Tostig. End of lesson asks pupils to place Godwinson’s troops in light of the pending invasions, demonstrating the difficult nature of his position. Lesson also includes segments of the Bayeux Tapestry for reference - helping build source analysis skills. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Map sheet can be printed straight from Powerpoint - last slide. Textbook reference is for Norman England 1066-c.1100 by Helena Clarke

Bundle of lessons for the new GCSE specification: Conflict and Tension. Lessons begin by looking at the state of the major countries at the end of World War One. This is then used to explain the differing viewpoints and rationales of the ‘Big 3’ at the the Versailles Conference. Students create a ‘Revenge-o-meter’ in order to understand clearly how the views of the 3 differ. In the second lesson the class begin to look at the potential problems involved with trying to reach a compromise. Lesson 3 looks at the terms of the treaty, linking these to a mnemonic to aid revision. There is also source work at the end of the PPT, using a commonly used exam source. This is recapped in lesson 4 which then uses 4 sources where pupils interpret cartoons to judge how each country felt about the resulting treaty. This is then consolidated using textbook work. Lesson 5 finishes the theme by examining how pleased each of the Big 3 were with the treaty before looking at how other losing countries were treated after the war. Students are encouraged to make comparisons between this treatment and the treatment of Germany. Finally the lesson uses information about Poland, textbook work and a source to look at possible future problems for the Allies, created by Versailles. All lessons have printout versions of worksheets at the end of the presentation. Lesson 1 makes use of the Modern World History for AQA: Core Students Book New Edition (AQA Modern World History 2009) - if not available this can be replaced by other source/video material. Lessons also use the new Oxford AQA Conflict and Tension textbook (green cover)

Created for the new AQA GCSE: Lessons pick up from King Harold’s reaction to the Norman invasion. Examines the problems Harold’s army were faced with after Stamford Bridge and looks at the make-up of the Saxon and Norman armies. Pupils look at the battlefield and advantages of being at the top of Senlac Hill. Lesson uses video clips to cover the events of the battle itself (these can be replaced with other videos or written sources if necessary) and the textbook to look at tactics, events of the battle and the turning points. The second lesson also includes information on the aftermath of the battle and begins to look at the type of ruler William began to be - includes source analysis Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke Video clips:1066: A Year to Conquer England

Lesson begins by linking to previous knowledge of Dunkirk before moving on to look at the threat to Britain. Pupils learn via video and subsequent teacher consolidation/class discussion the basics of Operation Sealion and the attempts made by Britain to defend itself. Class then watch a second clip which looks at the events of the Battle of Britain itself. They need to focus on the events but also the reasons why Britain was able to win/Germany lost. This is then consolidated with a written task on the PPt and then further via a cardsort/shading exercise (which I often set for homework) PPt and cardsort/shading task are included and the links to the videos are embedded. (First clip only needs to be watched for around 10 minutes). I have updated the link to the second clip with a new version as the old video was removed from Youtube. If this happens again, the clip is from World War II in colour, Episode 3

Group of 4-5 lessons covering the early part of the Radicalisation section of the new A-Level course. Lessons begin by explaining that for many Germans, life was acceptable, as long as they towed the line. Then explains who was not ‘welcome’ before examining the 3 stages of the Nazi regime. Pupils then go back to the early days of the Nazis and study the 25-point programme and the ideas included in Mein Kampf. Pupils study the themes of Social Darwinism, Volksgemeinschaft and Lebensraum before examining the effects of these policies on the ‘undesirables’, with a focus and task on the euthanasia policies of the Nazis. Includes information, tasks and extra information sheets - the textbooks used are referenced within the PPT… Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to: AQA AS History Anti-Semitism, Hitler and the German People, 1919-1945 Access to History: Anti-Semitism and the Holocaust Second Edition: Alan Farmer Oxford AQA History: Democracy and Nazism: Germany 1918-1945

Lesson picks up from the Treaty of Versailles with exam-style question before looking at the formation of the League of Nations. This covers membership (including source work), structure and powers of the League of Nations. Lesson has printout versions of sources at the end of the presentation. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

Lesson beings with some consolidation work on the Special Commissions before looking at the early actions (1920s) of the League of Nations via timeline work. There is then a focus on an exam-style utility question with homework task - there is also a sheet attached to help pupils begin to organise their ideas and get used to this style of question. This can be adapted for any type of source. Source help sheet is attached and timeline sheet can be printed from ppt. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

2 part lessonwhich begins with an exam-style consolidation task, focussing on the early years of the LoN - this is basically looking at what the pupils have learned so far. 2nd part of the lesson is a comprehension exercise, examining the impact of the Great Depression on the League of Nations. There is also a revision quiz attached with the lesson which I use as a homework. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover

2-3 lessons looking at the reasons for the Abyssinian Crisis, the events and the consequences. Begins by linking to the Manchurian Crisis and the LoN actions there. There is a video clip followed by information and a cartoon task, After looking at the events, pupil slook in more detail at the sanctions used by the LoN and the consequences of their actions. Understanding is then assessed/consolidated by a ‘write an account’ question and/or a source-based focus related to the Crisis. Lesson finishes by looking at the effect of the Abyssinian Crisis on the LoN and its future. Information sheets are attached as seperate ppt. Source is printable from PPt. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

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 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.

Second(can be made into 2) lesson of this topic, looking at the early actions Hitler took in his foreign policy. After a quick recap on Hitler’s aims, the lesson is presented as a series of tasks (6 in total) which look at Hitler’s actions from leaving the League of Nations, through to the remilitarisation of the Rhineland. I use this lesson as an independent one for pupils - they are informed of the tasks and then have a set amount of time to complete each one before a new one is put onto the board. There are also consolidation information slides and a video link to aid understanding. This lesson could also be printed out and set as a project for pupils to complete as each task leads into the next. Sheet for task 4 is attached Lesson makes use of the old GCSE AQA textbook - AQA GCSE History B International Relations: Conflict and Peace in the 20th Century. However, if this is not accessible, tasks can be adapted to fit other textbooks.

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!