This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. 2nd lesson - Looking at why the USA became involved. Introduces the domino theory, before a detailed look at reasons for US involvement (inc. a video). Student time line task, with accompanying maps, to look at initial involvement, before a final source question (can be completed for homework), complete with instructions. Lesson requires the use of the Hodder AQA Understanding the Modern World textbook

This is the first lesson for the Edexcel A level Germany and West Germany 1918-89: Political and Governmental change 1918-89 course. PPT and accompanying worksheet that students can fill in and add extra annotations to. Begins with a bit of source analysis to get them back into the swing of things, and also includes a 20 mark essay question which could be completed or just planned. Worksheet also contain some suggested reading and watching on the topic.

A good starter lessons for new Y7 in September - sets out what ‘History’ is, and introduces some of the key time-related language a historian needs to use. This lesson will make sure all are familiar with the basic concepts of time (century, millenium, decade etc.), chronology (with a fun activity where they must all put themselves in chronological order in relation to age using their birthday, which is also a great ice breaker!), and BC/AD. All resources are included - the time worksheet is provided on the PPT in both A4 and A5 printable format, and there is a separate BC/AD printable chronology worksheet.

This is an introduction Edexcel Route G: Nationalism, dictatorship and democracy in twentieth-century Europe, Paper 1, Option 1G: Germany and West Germany, 1918-89 Gives a brief overview of what will be studied, and dedicates some time to what pupils have previously learned about, assuming they have studied the period previously at KS3 or GCSE. If it wasn’t a topic previously studied, this could instead look at what they know from their own knowledge, and can be a good chance to address any stereotypes or misconceptions. The main tasks involves pupils finding stories from newspapers that reflect the themes that will be studied (Political and governmental change, Opposition control and consent,Economic development and policies,Aspects of life in Germany - although, Britain to begin with) in our own society today. This allows them to gain understanding of what each of the themes will entail. The extension task to this is to see if they can correlate any stories seen in the papers with prior knowledge about Germany. This will require you to buy some newspapers leading up to the lesson. Recommended is a mixture of different types of newspaper, including local, broadsheet and tabloid - this allows for the most productive discussion about attitudes of the press towards similar issues.

This lesson is for the AQA History GCSE ‘Germany 1890-1945: Democracy and Dictatorship’ course. It could probably be adapted for OCR/Edexcel too. It makes reference to the Red Oxford AQA textbook, but the lesson can be done without this as there is an information sheet provided. Lesson starts by looking at the famous Niemöller poem, asking students to think about what it means, and can they name any contextual examples from prior study that would corroborate with his claims. There is an introductory video clip for discussion, to get students thinking about why the Nazis would oppose the Church, and then a task to get them to look into why there wasn’t more opposition from the Church itself, as well as looking at the differing points of view from the different denominations, as well as a living graph task to track the relationship between the Nazis and the Church over time. Finishes with a 4 mark exam practice question which could be planned, written as a group, given for homework, or written up as a plenary activity.

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. It uses the blue Hodder migration textbook, but if you’re using the collective textbook with all the options in you’ll just need to find the correct pages and adjust accordingly on the PPT. This is the first lesson of the course, and so gives an overview of the different topics and themes studied. It’s a good idea to stick in a copy of these themes, the lessons are colour coded to match (same thing can be added to any of your own lessons, feel free to change the colours). When I’ve taught this, it’s been in a school where we had studied the AS and Vikings in Y7. If this is not the case, change the started task to anything they might know about the period. Lesson gives a good brief overview of what happened between the Romans leaving, into the Viking invasion. There is then a task to help them familiarise themselves with the Viking invasion, Great Heathen Army etc. Second task asks them to make a comparrison between Alfred the Great and Aethelred the Unready. From experience, these lessons from the earliest period of study are the ones they find the hardest from the whole course, so go slow and make regular revisits to the content.

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. Lesson starts with a recap of what students can remember about Alfred the Great, before introducting Knut’s North Sea Empire. Main focus of the lesson is on the significance of Alfred, Knut and Emma of Normandy - mostly who was the most significant. Main task is a card sort where students are provided with evidence that can be attributed one of the three historical figures. First they have to establish who each piece of information belongs to; once that’s done, they must stick them down - the highter to the top of the page they place them, the more significant they deem the piece of evidence. (Provided is a blank copy of the evidence, and a colour coded version to check the answers) Following this, there is the plan for a significance question on Knut. This comes with a blank copy to fill in individually or as a group, and a filled in version for some ideas. Finally, a chance for a written answer or group discussion which of the three (Alfred, Knut, Emma) they think was the most significant and why (When I’ve done this in the past, I’ve often ask them to stick a post-it on the board with their choice and reason)

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. This is the third lesson of the course. Begins by looking at the link between France and the kings of England following 1066, before introducing the Angevin Empire. But why ‘Angevin?’ - follow up task introduces the Norman, Angevin and Plantagenet family trees, and what the link is between them. ‘Annotated’ family tree provided to walk through it. Section in the text book should also be read, and then a short task to check understanding. Main task is to annotate a provided map with how the Angevin Empire was formed (important to stress that next lesson will look at the LOSS of the Empire - hence why John is included). 8 mark comparrison question between the North Sea and Angevin empires included, complete with mark scheme. Also includes a homework task to prepare for the next lesson on the Hundred Years War

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 2: Britain and the Atlantic Trade Lesson begins by looking at why people chose to emigrate from Britain to N. America. It then looks at the English/British settlement of North America, with a case study and comparrison of Jamestown and Massachusetts. Also introduces the ‘companies’ behind this (link to the British East India Company later). Worksheet to fill in included in the PPT. This will require one or both of the text books (blue singular Migration text book, or the larger textbook with all the options in). Finishes with a 16 mark exam question plan.

Lesson includes: -Important topic key words Starter looking at Henry’s 1538 Great Bible, and what the imagery can suggest about Henry’s attitude to the Church A card sort looking at the different reasons why Henry broke with the Church - differentiated for HA and LA. Numbered, so can be printed, laminated and reused. A planning sheet helping pupils to pick out the stronger evidence Two different/differentiated choices for plenary question, complete with guidance and writing frame.

An extensive lesson using a variety of methods and evidence to determine why Mary was called ‘Bloody Mary’ , and how fair that judgement was (interpretation skills). A task where students match up the reasons that Mary was unpopular, and the reasons why (word document provided) A source task where students assess a range of contemporary and modern opinions on Mary (first introduces some arguments to suggest she might not have been ‘bloody’) Sources and recording table included. A REALLY fun group activity where Mary is put on the stand by the class. The class collectively selects 5 ‘accusations’ from a set of 7 as to why she may be called ‘bloody’, and then assess Mary’s defence against these claims. (check the notes on the PPT, it will help with how to navigate this accurately). Finally, pupils write an up answer, based on the evidence, to decide whether or not Mary really deserved to be called ‘bloody’. Classes always love this one - may take 2 lessons, especially if class enjoys group discussion.

An introductory lesson to the Industrial Revolution, where students will look at home the IR had an impact on the landscape and population. Includes key words. 1)a fun starter - how many of the pictures can pupils identify? What do they all have in common (all invented/discovered during the IR) a ‘spot the difference’ between 2 scenes (1750-1900). Table to fill in responses included Assessing population size, urbanisation and life expenctancy - what can that tell us about the changes happening to people’s lives? A cycle to explain population growth A final task - write a letter home after living in an industrial city for a few months, to highlight there differences (also emphasises the change of moving away from a support system)

Bumper lesson looking at: why children were employed, the dangers they faced, and the extent reforms improved things. Lots of good source reliability work too. Always love teaching this one, the students are always shocked by the gory details! (might take 2 lessons) Key words provided to be printed, can be stuck in. Starter = task based on the classic Horrible Histories ‘Work Terrible Work’ song Task looking at two pictures - one photograph and one drawing - of conditions for child workers, students annotate with the dangers they see. Follow on talking about reliability and what makes something reliable - what does that mean about how much we can trust either picture? Main source task - source sheet and table to fill in included - assessing attitudes to child workers and their conditions, and looking at the reliability of each source. Students come to their on conclusion about whether child labour should have happened. Task looking at factory reforms - pupils choose the examples they think made the biggest difference and explain why Finishes with 2 GCSE style ‘describe’ questions (based on AQA)

A lesson on the formation of the police force. Starts with a fun introduction where students must guess which crimes make up which slice of the pie chart; then uses a video to introduce the Bow Street Runners, and looks at why they were then later replaced with the Metropolitan Police. Main task features a set of questions which range from simple comprehension, to timeline making, into more complex explanation questions. All resources included, no textbook needed.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 4 - a research led lesson to explore the tactics used by the US Army and Vietcong. Pupils will produce a booklet based on their research. Details are provided on the slides as a start point for discussion once the booklet has been completed. Finishes with some indepth questions to apply this knowledge, including an exam style question.

A lesson looking at how Elizabeth use portraits (and symbols) to control her image. Pupils will use a grid system that will help them step by step to dissect two portraits (rainbow portrait and Armada portrait), which will have them first label the symbols, then what they mean, and finally what the message/intention of the source is. They can then make a judgment as to how well they think Elizabeth controlled her image. Includes a copy of the source grids that is both blank and has heading prompts - you can choose which is best suited to your group. Also includes a homework which discusses differences in authorship.

Introduces a grid system to help pupils with how to look at pictorial sources. This system can be used again and again! Looks at the purpose of portraits and why historians must be careful when using them. Uses two specific portraits to see how Henry used them to convey an image of himself to the people.

First lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ This introduction looks at the nature of Tudor government with a comparrison with modern government, what changes were happening and why they were needed. Very detailed notes. Also offers an overview of the assessment styles of the module.

Because they’re too often forgotten! A lesson with allows pupils to research a woman of their choice, from Elizabeth Woodville, Jacquetta of Luxembourg, Cecily Neville, Anne Neville, Lady Margret Beaufort and Margaret of Anjou. A little information is provided about each to help them get started/choose. Includes some nice extension activities too.

A nice involved lesson where pupils look into why Henry VII won the Battle of Bosworth. Lots of information on his background, a documentary to watch, and an information sheet which pupils can then use to write up an answer. Sets up ready to learn about the Tudors. This lesson works best following my WOTR scheme of lessons, but can work on it’s own. Includes optional extension acivities at the end.