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Secondary History lessons years 7-13. I have a large number of lessons not uploaded yet so if you need something get in touch and I’ll see what I can do!!
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Secondary History lessons years 7-13. I have a large number of lessons not uploaded yet so if you need something get in touch and I’ll see what I can do!!
History
AQA A-Level - Democracy & Nazism: Nazis consolidate power
3 lessons which look at how the Nazis consolidated their power after the Enabling Act of March 1933. Follows the theme of Hitler’s to-do list examining how the Nazis established political dominance over Germany; dealt with radicals within their own party and addressed the problem of Hindenburg and the armed forces.
Includes information, tasks and consolidation slides once tasks are complete. Also includes some source work - addressing the value of the sources.
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
AQA GCSE History:Conflict & Tension: Lesson 4&5 - Remilitarisation of the Rhineland
Two lessons looking at Hitler’s watershed action of Remilitarising the Rhineland.
Lesson begins with an 8 mark exam question for class to complete (includes example answer for students) which consolidates previous learning.
Main task focusses on the remilitarisation itself (this spans over the end of lesson 1 and the beginning of lesson 2) before looking at the consequences and getting pupils to decide for themselves the most important consequences for the future. There is also some comparison work looking at the Rhineland vs. the Saar. Lesson finishes on whether the Germans could/should have been stopped in 1936 and why.
Worksheet is included in the PPt and is directly printable (I do this on A3)
Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)
PLEASE LEAVE A REVIEW, EVEN IF ONLY ONE LINE!!!
AQA History Democracy & Nazism: Depression and the appeal of the Nazis
Block of 4 Year 12 lessons looking at the effect of the Depression on Germany; the attempts of Bruning to solve the problems and the increasing appeal of the Nazis. Studies the ‘strands’ of their ideology which made them more successful than the Communists in the early 1930s.
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
AQA GCSE Normans Historic Environment 2023 Yorkshire Model Answer & Lesson
Recap lesson and model answer for the AQA GCSE Yorkshire Historic Environment study.
Lesson recaps the different impacts of the Norman Conquest on Yorkshire. 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 longer than students would be expected to write (and I’ve included 4 different impacts for them) but I’ve tried to show several examples how to answer the question but also to focus on Yorkshire.
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.
AQA GCSE History: Norman Legal System & Law and Order. 3 lessons inc exam work and example answers
3 lessons created for the new AQA GCSE
Lesson 18 begins a homework linking in to the previous section on Norman towns. This is followed by an introduction to the role of the sheriff in Saxon and Norman society and and then a focus on a source related to the legal system. This source will be revisited over the next 2 lessons. There is a short video and information before a focus on the law courts under Saxon and Norman rule - focus here is on change and continuity.
Lesson 19 revisits the image from lesson 18 and focusses attention on a ‘write an account’ question. There is an example paragraph here for students to annotate (paragraph included in PPT). Then, after information on the PPT, the class have to write the second paragraph in response to the exam question.
Lesson 20 focusses on the trials and punishments and starts with a video (link included on ppt). Pupils then focus on the different types of ordeals and punishments before revisiting the image from the previous 2 lessons. This time the image has been added to and class are now asked to consider a ‘how convincing’ question. After class discussion there is an example answer (included in PPT) for pupil annotation and reference.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
Slides are clear for printing. All tesxtbook references are for:
Hodder: Norman England 1066-c.1100 by Helena Clarke
AQA A-Level History Democracy & Nazism: Ideology, Radicalisation and Implementation
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
AQA GCSE History:Conflict & Tension: Lessons 1-5 - Treaty of Versailles set of lessons
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)
AQA GCSE History 2019: 3 Norman England Revision Lessons - Legal System, Village & town and Church
Set of three revision lessons I have used over the recent weeks for my Year 11s, focussing on the Norman England, c1066–c1100 topic.
These lessons continue from my previous set of three entitled *AQA GCSE History 2019: 3 Norman England Revision Lessons - Battles, Challenges & Control
Each of the three lessons has a specific exam focus, with content built around these questions, including example answers:
Lesson 1 - focussed on:
“Write an account of the ways in which the feudal system changed under the Normans” (example answers with marks)
“How convincing is Interpretation A about the Norman legal system?” (with example answer)
“Write an account of the ways in which the Normans used the legal system to control England.” (with example answer)
Lesson 2 - focussed on:
“How convincing is Interpretation A about life in a Norman village?” (with example answer)
"Write an account of why towns grew under the Normans"
Lesson 3 - focussed on:
“Write an account of the ways in which the Church changed under the Normans”
“Explain what was important about Lanfranc’s reforms of the Norman Church”
"Explain what was important about the reforms of the monasteries for Norman England.”
Lessons include information, tasks (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.
Lesson 2 makes use of the AQA GCSE History: Norman England, 1066-1100 textbook but is easily replaceable with another resource.
PLEASE LEAVE A REVIEW EVEN IF IT IS ONLY ONE LINE!
AQA GCSE History 2019: 3 Norman England Revision Lessons - Battles, Challenges & Control
Set of three revision lessons I have used over the recent weeks for my Year 11s, focussing on the Norman England, c1066–c1100 topic.
Each of the three lessons has a specific exam focus, with content built around these questions, including example answers:
Lesson 1 - focussed on ‘Write an account of the problems caused by the death of Edward the Confessor in 1066’
(includes example answer)
Lesson 2 - focussed on :
’“Explain the importance of the Norman castles”
“How convincing is Interpretation A in showing the Harrying of the North?”
“Explain the importance of William’s actions in dealing with the rebellions and establishing Norman control”
(includes example answer)
Lesson 3 - focussed on:
“Explain what was important about the Norman changes to the Feudal System”
“How convincing…” examples from textbook.
Lessons include information, tasks (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.
PLEASE LEAVE A REVIEW EVEN IF IT IS ONLY ONE LINE!
AQA GCSE Historical Environment 2018 - Pevensey Castle Lessons
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!
AQA GCSE History: Germany 1890-45 Revision Lessons
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.
AQA GCSE Normans Historic Environment 2023 Yorkshire Lesson 1-3
Set of 3 lessons looking at the 2023 Historic Environment unit focussed on Yorkshire.
I taught these lessons very recently (September 2022) 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 begins with a recap on the Norman invasion (the class finished studying this in May 2022) and then focusses on giving the students an understanding of Yorkshire and its importance before looking at the rebellions of 1068-70. As always we are guessing as to the GCSE question focus but I have tried to introduce some of the themes I will pick up on in Lessons 2 and 3 during the final task of this lesson (which makes use of some of the sources provided by AQA).
Lesson 2 focusses more on the Harrying of the North and the arguments surrounding it - how much was laid to waste and how much is myth. There is a card sort exercise where the students study contrasting views (from the provided sources) regarding the fate of the North and looks at why it may/may not have been completely destroyed,
Lessons 3 concentratea 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 is a knowledge organiser task focussing on each of the 4 factors I have thought up. By the end of the 3 lessons the students should have a good knowledge of the importance of Yorkshire to the Normans and their attempts to keep it under control. They will also have an understanding of how this fits into the wider context of their Norman studies as I have referenced not only terror but also aspects such as castles and the use of land holding to control the country.
At the end of lesson 3 I have had a stab at predicting the question the students will be asked. The intention is to revisit this topic with a final 2 lessons further into the year where the students will use the knowledge gained so far to structure an exam model.
The lessons make use of the support material provided by AQA. I have attached my edited versions but the full version is freely accessible on their site. I also make reference to a video in lesson 2 - this is from ‘The British’ which focusses on the treatment of North Allerton during the Harrying of the North.
AQA GCSE Normans Historic Environment 2024 Wales Lesson 1-3
Set of 3 lessons looking at the 2024 Historic Environment unit focussed on Wales.
I taught these lessons very recently (September 2022) and was delighted with how they turned out. I have a very mixed-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!).
Throughout the course of these lessons I have embedded and used the sources provided by AQA and used them in context with a drip-feed approach, rather than just hand the kids a pack of sources in one go. The written sources I have The lessons make use of the support material provided by AQA. I have attached used are edited (attached to these lessons) but the full version is freely accessible on their site.
Lesson 1 begins with a recap on the Norman invasion (the class finished studying this in May 2023) and then focusses on giving the students an understanding of Wales and its importance to the Normans. As always we are guessing as to the GCSE question focus but I have tried to introduce some of the themes I will pick up on throughout these lessons, making use of as many of the sources provided by AQA as possible. Towards the end of the lesson the students learn about the 3 main Marcher Earls, using the AQA resources
Lesson 2 focusses on what I think will be the three major ‘factors’ the exam board will be looking at in their upcoming question. I have linked each of these to the students’ prior knowledge (such as their learning on castles) while also trying to tell the story of Wales too.
Lessons 3 is concentrates 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 is a knowledge organiser task focussing on each of the 3 factors I have thought up. This makes a lot of use of the resources from AQA which, again, I have edited for student use. By the end of the 3 lessons the students should have a good knowledge of the importance of Wales to the Normans and their attempts to keep it under control. They will also have an understanding of how this fits into the wider context of their Norman studies as I have referenced aspects such as castles and the use of land holding to control the country.
At the end of lesson 3 I have had a stab at predicting the question the students will be asked. The intention is to revisit this topic with a final 2 lessons further into the year where the students will use the knowledge gained so far to structure an exam model.
AQA GCSE Historical Environment 2019/20: Battle of Hastings Lessons
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.
Bundle
AQA GCSE Historical Environment 2018 - Pevensey Castle Whole Unit
Lessons and resources I used to teach the Historical Environment of Pevensey Castle and link it into students’ 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
Lesson 4 - 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 5 - 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).
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 - 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!
AQA GCSE Conflict Revision Lessons Pack - 10 lessons inc. exam work
Set of revision lessons I used last year for my Year 11s, focussing on the Conflict topic
Lessons cover the entire Conflict course. The themes of the lessons are:
Peacemaking
League of Nations
Solving Conflict
Failures of the LoN - including Manchuria and Abyssinia
Hitler’s foreign policy
The Nazis taking land
Appeasement
Munich and the Relations with USSR
The Nazi-Soviet Agreement
There is exam focus throughout the pack of lessons, including a couple of lessons which focus more exclusively on the exam technique. There are example questions and answers. There are videos embedded in a lot of the ppts which worked when I published (as we all know Youtube can be fickle sometimes!).
There are occasional (only a couple) of tasks which use a textbook - this is the Green cover AQA Conflict and Tension book.
Lessons and ppts have a lot of info on them which can be used for revision or for normal lessons. I have included tasks in the lessons and anything which needs printing in on the end of the individual ppt.
Lessons are printable - I would do this and give to the students beforehand to make notes - and easily editable.
Bundle
AQA GCSE Normans Historic Environment 2024 Wales Lessons and Answer Bundle
Set of 4 lessons looking at the 2024 Historic Environment unit focussed on Wales.
I taught these lessons very recently (September 2022) and was delighted with how they turned out. I have a very mixed-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!).
Throughout the course of these lessons I have embedded and used the sources provided by AQA and used them in context with a drip-feed approach, rather than just hand the kids a pack of sources in one go. The written sources I have The lessons make use of the support material provided by AQA. I have attached used are edited (attached to these lessons) but the full version is freely accessible on their site.
Lesson 1 begins with a recap on the Norman invasion (the class finished studying this in May 2023) and then focusses on giving the students an understanding of Wales and its importance to the Normans. As always we are guessing as to the GCSE question focus but I have tried to introduce some of the themes I will pick up on throughout these lessons, making use of as many of the sources provided by AQA as possible. Towards the end of the lesson the students learn about the 3 main Marcher Earls, using the AQA resources
Lesson 2 focusses on what I think will be the three major ‘factors’ the exam board will be looking at in their upcoming question. I have linked each of these to the students’ prior knowledge (such as their learning on castles) while also trying to tell the story of Wales too.
Lesson 3 is concentrates 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 is a knowledge organiser task focussing on each of the 3 factors I have thought up. This makes a lot of use of the resources from AQA which, again, I have edited for student use. By the end of the 3 lessons the students should have a good knowledge of the importance of Wales to the Normans and their attempts to keep it under control. They will also have an understanding of how this fits into the wider context of their Norman studies as I have referenced aspects such as castles and the use of land holding to control the country.
Lesson 4 (taught a month later) 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.