Lessons cover Hitler and the Nazis’ consolidation of power after Hitler was made chancellor. First lesson begins with a recap of the sequence of event which led to Hitler being made Chancellor before outlining his problem - he needs to win the upcoming election. Video clip from the Rise of Evil (hyperlink in PPT) is then supported by textbook work looking at the events and motives behind the fire. Pupils then learn how this enabled the Nazis to crush the communists with Emergency Powers before moving on to the results of the March 33 election. Second lesson picks up on the election, starting with source analysis before explaining why the Nazis still don’t have things as they would like. Information and video clip then cover the Enabling Act before pupils then have to complete a written consolidation task. This could be changed into a GCSE style ‘write an account question’. I tend to print out the following slide which shows how the Nazis quickly addressed threats as it is an easy-to-read flow chart. This then introduces Hitler’s next problem - the SA Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Referred to Enabling Act sheet can be printed from end of powerpoint. Lesson uses the the old AQA GCSE History B Twentieth Century Depth Studies (Aqa Gcse History B Unit 2) but this can be adapted if book not accessible.

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!!

Lesson used to introduce GCSE students to the utility question. Works through the question step-by-step, looking at the structure of the exam paper before introducing what students should be looking at when analysing the utility of a source (using a handy acronym!). Also uses markscheme headers to introduce what examiners are looking for Class then practice their technique using a source focussing on Aneurin Bevan, studying first the provenance (attached for printing) and then the content of the source itself before attempting to answer the question. My pupils tend to struggle with this type of question the most - I have found this year that breaking it down step-by-step using this lesson has resulted in more structured and generally better answers. Source and question are included at end of Powerpoint for printing and provenance is attached separately for ease of printing. PLEASE LEAVE A REVIEW EVEN IF IT IS ONLY ONE LINE!!!

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

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 focusses on the impact of the war on the German people, based around an 8 mark question. There is also analysis of interpretations and inclusion of a ‘why do they differ’ question looking at the impact of the war. There is printable information on the 2 stages of the war (going well and then not-so-well!) alongside some textbook work. Covers the aspects of rationing, bombing and labour shortages, retaining a focus on the impact of war on the people themselves. 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 (as shown in cover image). PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS

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.

Lecture-style lesson I developed for my Year 13s this year. There are 20+ slides of info here, focussing on the traditional and modern developments in Weimar culture in the mid 20s, including those in film, literature and the arts. This info could be used ‘as-is’ in a lecture form, used as the basis for several lessons on Weimar culture or sent to students as a revision at home powerpoint. There is an example question at the end for the students to plan after the lesson.

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)

Couple of lessons looking at the reasons for the Manchurian Crisis, the events and the consequences. Begins by linking to the Depression of last lesson and recaps on the possible actions the LoN can take, After looking at the events, pupils analyse sources (commonly used by AQA) related to the Crisis and then complete a revision quiz to check their understanding. There is also included an example exam question looking at the ‘how do you know?’ question type. Revision quiz is attached and sources are printable from PPt. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

Created for the new AQA GCSE: Lessons begin by looking at William’s early efforts to establish his authority before focussing on his different approaches to the many rebellions he faced. There is a focus on Harrying of the North, based around exam-style questions (lessons include 2 example answers for the ‘how convincing’ and the ‘explain the importance’ questions). Homework looks at the later rebelllions so pupils have a range of examples covering William’s treatment of rebels. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. For the early rebellions I gave the class a photocopy of page 22-3 of the textbook but this isn’t a ‘must’. ‘Slides’ referred to on Harrying of the North are printable from the end of the PPT. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke

Two lessons looking at the events of Hitler’s early life, focussing on his rise to leader of the Nazi Party, the failed attempted to take Munich in the Putsch of 1923 and the short-term consequences of this action. Lessons are video-based (links and timings in the ppt), requiring pupils to complete work based upon what they have seen in the clips. I have used this lesson many times and the video clips really engage the class and help them to visualise the crucial event of the Putsch while also allowing them to get an idea of why Hitler was so successful in his rise to power - video shows them examples of his oratory and also the themes he used in speeches - this links well with previous lessons on WW1, Versailles, Hyperinflation etc. Lesson is presented in a clear and self-explanatory way. Works for all abilities of Year 9 pupil and I sometimes use a variant of this lesson for Year 11 when looking at the Putsch. 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!!

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.

Created for the new AQA GCSE: Lessons recap on William’s attempts to keep control of England before focussing on the feudal system. Similarities and differences between the Norman system and the Anglo-Saxon are identified and pupils learn how William and the Normans used the feudal system to increase control. Homework and lesson 2 focus on the Norman use of military service and their systems of government (there is again some focus on similarities and differences). Key terms of primogeniture and feudal incidents are also covered. Lessons conclude with a ‘How convincing is this interpretation?’ question either for discussion or class to attempt. 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

Recap lesson and model answer for the AQA GCSE Wales Historic Environment study. Lesson recaps the different ways in which the Normans established their conquest, using Wales for examples. This was fully covered in previous lessons so this is more of a recap exercise focussed more around the possible question. The lesson then focusses on a possible question (I can’t think of what else they could ask, given the resources provided, other than variations on a theme!). There is a model answer in the ppt and attached as a word file. This is deliberately a bit longer than students would be expected to write but I’ve tried to show a few examples how to answer the question but also to focus on Wales. There is then an example of how to change the info to fit another question as I have been trying to emphasise the importance of being able to adapt in exams and apply knowledge in different ways. Please note - I have attached an edited copy of the essay along with the full version so you can get an idea what it looks like in the preview without showing the whole answer.

Lecture-style lesson I developed this year for my Year 13s. Powerpoint covers the links between the Nazi foreign policy and the increase in persecution, focussing on events from 1939 and the division of Czechoslovakia, through the Nisko and Madagascar Plans, the Nazi-soviet Pact and ends with the link to the Wannsee conference. There are 38 slides of info with images and explanations…can be used as a lecture as I did, the basis for several lessons on this topic or something to send to the students to revise at home.

Set of lessons looking at the 2022 Historic Environment unit looking at Castle Acre Priory. I taught these lessons very recently (June 2021) and was delighted with how they turned out. I have a fairly low-ability GCSE group and the knowledge and understanding my group gained from the tasks and the info was very encouraging (and made the hours of work on these lessons feel more worthwhile!). Lesson 1 focusses on giving the students an understanding of the key characters behind Castle Acre: William de Warenne and his son…William! As always we are guessing with what they will ask about in the exam for this question but rarely do they give so much background information on individuals unless it is key to the study so I have chosen to start this unit of lessons by focussing on these key characters - I will then build on some of the themes (such as the ruthless nature of William de Warenne and also his personal faith) in future lessons and link them to the reform of the monasteries and to the Priory itself. Lessons 2-4 then concentrate on what I think the question will be around (can’t see how it can be much else!) and building knowledge around the different factors involved in this question and answer. There are tasks focussing on each of the 4 factors I have thought up. By the end of the 4 lessons the students should have a good knowledge of the Warennes and their reasons for building Castle Acre, including key features of the priory itself. They will also have an understanding of how this fits into the wider context of Norman reform and control as the question normally concerns an action of the Normans generally, requiring the students to then link in their specific site info. At the end of lesson 4 I have had a stab at predicting the question the students will be asked - there are two possible questions here, I am intending to revisit this study with the students in Year 11 and write a model answer to at least one of these questions. Lessons use short focussed tasks supported by answers and extra information. I have also tried to include several links to previous knowledge (such as primogeniture, William II and Henry and monastic and religious reform). The lessons make use of the support material provided by AQA. I haven’t attached here due to copyright but it is freely accessible on their site. I heavily edited these to make them more accesible to the students while still trying to retain the key information. I also make reference to an A3 sheet in lesson 4 - I used the diagram provided by AQA of the priory, as explained on slide 16 of Lesson 3/4 in ‘notes’.

Group of lessons covering the wartime economy of Nazi Germany, focussing on the work of Speer and the use of forced labour. Lessons begin with a recap of the impact of the war on the different areas of German society - my class had done this work for themselves in the previous lesson so this was just a recap = can also be used as notes to be provided to pupils if time is short! Lessons then focus on the wartime economy, first before the time of Speer and learn how the economy was not prepared for a long-term war (links to previous economic unit). There is a video link to use as an introduction to Speer (can be set as a homework depending on lesson time) and then lesson looks at the work of Speer in more detail, also asking pupils to assess the role of Hitler in the economy’s failings. The work on Speer is complemented by source work on the value of a source. This then continues to look at the impact of bombing on the economy. Final task focusses on the forced labour and gets pupils to look at the issue from a Nazi perspective before asking them to complete a role play - this is then compared with the real events which the pupils were not made aware of until this point. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory and information sheet is attached References and questions relate to: Oxford AQA History: Democracy and Nazism: Germany 1918-1945

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!

Created for the new AQA GCSE. Lesson begins by looking at the key points about the Domesday Book (lesson 21) and then a summary of William’s attempts to keep power. This then leads into looking at the problems with the church at the time of the Norman Conquest and the issue of Archbishop Stigand. Class examine the 4 major problems in more detail, developing an understanding of why the Normans wanted to reform the church. Lesson 2 introduces the key character of Lanfranc and focusses on the key reforms to the church made by the Normans with focus on a ‘explain what was important’ exam question. After building understanding of the key changes, the class will be in a position to answer the question. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Lesson uses textbook: Hodder: Norman England 1066-c.1100 by Helena Clarke