First lesson of the foreign policy topic. Lesson begins by recapping on the last topic and making links between the crises in Manchuria/Abyssinia and Hitler’s aims. There is a revision task homework here if needed. Pupils are then introduced to Hitler’s 3 main aims in foreign policy and what this will include. Class are encouraged to think about how each of these aims will increase tensions/ bring a war closer. They then complete some map work to show the extent of Hitler’s aims (this can be linked to previous knowledge and maps on the terms of the ToV. Lesson finishes with a comprehension task which examines Hitler’s first actions - the issue of Germany and disarmament. Map is printable from the ppt and can be adapted easily. Lesson makes use of the old GCSE AQA textbook - AQA GCSE History B International Relations: Conflict and Peace in the 20th Century

Lesson recaps the peace-keeping powers of the League of Nations before looking more at the strengths and weaknesses of the League. This is supported by an exam-style source question. Pupils then look at the work of the LON special commissions, both successes and failures. This is consolidated by their completion of a quiz (attached). Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

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.

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.

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 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 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.

2 Lessons which continue from looking at the Depression and make the link between Depression and Hitler rising to Chancellor of Germany. Begins by looking at 5 key areas of Nazi appeal and then examining how different social groups in Germany saw the Nazis. This then feeds into the story of the Nazis gaining power - using video resource to help understanding - examining the stages of Hitler pushing his way into the role of Chancellor and leaving Hindenburg with little choice but to appoint Hitler. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Worksheet is included in the Powerpoint and is printable/adaptable. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook.

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

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

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!!

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: Lesson is an easy-to-use look at the National Government focus of the Norman Course. Lesson begins with a focus on the military aspect of William’s rule (bridging the gap between Feudal system and National Government, before focussing on the ways the Normans adapted the Saxon governing systems, including the key terms of PRIMOGENITURE, CENTRALISATION and PATRONAGE. 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

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!!!

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.

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