Lesson 1: A starter to recap previous course knowledge. A background to the lives of women in Weimar Germany and the new views of women in Nazi Germany, including the principles of Kinder, Kirche, Kuche. Some slides which give an insight into the Nazi views of women, with quotes from key Nazis, discussion of motherhood, girls and toy dolls etc. An activity to use a series of sources, which can be used as a carousal or in groups, which students use to extract the key information and fill in their worksheets to show attitudes and laws about work, marriage and appearance. A tick table with lots of statements about the success of Nazi policies towards women. Students judge the effectiveness of each statement, and overall. A plenary to discuss the major changes since Weimar Germany. Lesson 2: A starter with a source and a two inferences question. An opportunity to study a source from a woman at a Nazi rally, using the content, nature, origin, purpose method to analyse it. A video from YouTube to help recap the policies and lws towards women to allow the completion of stronger analysis. An exemplar is also provided for you to potentially work through with your students and critique. A final exam question asking ‘how far’ they agree with a given statement. Attachments: 1 x Powerpoint Presentation 5 x Publisher Files 2 x Word Files

LESSON 1: A starter to pick the odd one out from each of the three boxes, and explain it. Background information about the allied war effort against Hitler and the idea of the Grand Alliance. An introduction to the Tehran conference and a discussion of why it was so important for the allies to get along. A video created by Andy Hassan of Mr. Hassan History is provided to summarise the outcomes of the conference. Students then use the information provided to complete a worksheet as they go. An overview of the Yalta conference and a discussion the changing dynamics based on the state of the war. A video created by Andy Hassan of Mr. Hassan History is provided to summarise the outcomes of the conference. Students then use the information provided to complete a worksheet as they go. A plenary with some sentence completion recall questions. LESSON 2: A starter to recall what went well, and what didn’t, at Yalta. A background into the changes going into Potsdam, including the defeat of Hitler, Roosevelt’s death and the invention of nuclear energy. A discussion of why the allies met and who attended. Students watch a brief video from Andy Hassan of Mr. Hassan History to summarise the outcomes of the conference. Students use the information provided to note down the major agreements and disagreements from the conference. An opportunity to do a narrative using the help prompts on the board to direct the students in how to write a narrative. An example is used from a simple movie to show the importance of linking events. The help on the board will assist the students writing their narrative. A choice of final plenaries: either a sorting table or quiz questions. Attachments: 1 x Powerpoint Presentation 4 x Publisher Files 2 x Video Files

Lesson 1: A starter, which can be stuck in, to answer a quick quiz about previous course material. A recap of the need for a ‘big push’ to capitalise on the Great Depression and how the Nazis planned to do this. An overview of the different reasons Hitler gained massive popularity and power in this period, from those that the Nazis controlled (the SA, Hitler’s personality etc.), and those they couldn’t control (i.e. Depression, weak opposition etc.) An activity to study the information provided and complete the worksheet to show the facts about each reason. This will take a bit of time. An opportunity to rank the reasons in order of their importance and explain why. Lesson 2: A starter to recap from lesson 1. An activity to complete the ‘road to power’ worksheet using the on-board information about the political scheming which led to Hitler’s appointment as chancellor. Alternatively, you could print the slides and students could work in groups to share the information as info cards. A task to rank all reasons, including political scheming, in ‘significance circles’. An opportunity to complete an exam question to consolidate knowledge. Attachments: 1 x Powerpoint Presentation 6 x Publisher Files

LESSON 1 A starter to ask students to discuss types of crimes that take place in society. crime. This will lead on to talk about the environment facilitating crime in Whitechapel. A task for students to discuss what they want to find out about Jack the Ripper. A visual discussion on-board about the conditions in Whitechapel using maps and a YouTube video. A literacy task using ‘The Five’ by Hallie Reubenhold to assess what problems existed in Whitechapel, and how they made the murders possible. LESSON 2 A starter to consider how crimes are solved today, and then how crimes may have been solved in 1888. This leads on to the tasks. There is a video from Bloody Britain on YouTube that is shown to give the ‘story’ of the crimes and the victims. Students then start to profile the killer including what he might do for a job, where he might live, what kind of person (i.e. insane) he might be. These initial thoughts may change as the lessons go on and lead tot he suspects lesson. There is an optional task using information cards instead to create a mind map. You can extend this by providing a map of Whitechapel and students also label where the bodies were found. LESSONS 3-4 A starter to recap previous knowledge so far in the JTR module. A discussion of guilt based on evidence - a picture of a cat is used to facilitate a discussion of how we know there is guilt. A task for students to study a large table with descriptions of witness statements. Students put short info in each descriptor box (leave any N/A blank) and begin to theorise what Jack looked like. Students summarise at end. Extension - Students can read the Dear Boss letter and analyse the writing for what each part means. Students might be extended to think about what this tells us about the killer (i.e. educated, nice writing, could be a doctor etc.) and it will change some of their theories. LESSON 5 A starter to recap past knowledge gained on the course so far. An introduction tot he five main suspects (each of them is real). Students use the workbook and the information sheet provided to write reasons for an against each suspect. This can often fill an entire page. Some students stick on extra notes. You could get them to write reasons why they could be the Ripper in one colour, and why not in another colour - make sure students explain - E.g. does he know Whitechapel well…therefore could he do the crime then escape easily? There is a further extension to consider further evidence in the table. For each piece, students tick the suspect it best relates to. This can give further evidence for the assessment. LESSON 6 Students bring everything together to plan, in their workbooks, what they will put in each paragraph. You can edit the question to simply be ‘who was JTR’ or keep the ‘how far do you agree’ version. Students then get 30 minutes to write their essay.