This lesson contains: A starter to recap some key words from the dictators course, but you can edit this to fit whatever you recently studied. A brief intro to Hitler’s upbringing and actions in the early Nazi Party. This is brief but gives a small overview - the point here is not to focus on things at KS4 depth, it’s only meant to be light touch as the main focus at KS3 for this lesson is on beliefs about how to make Germany better. This is supplemented by a video about Fascism and Hitler’s role in it. this is from YouTube. There is a brief gap fill consolidation task. An activity to study a series of sources about Hitler and to fit the evidence into the table next to the problems going on Germany at the time. this shows the connection between the problems and the solution Hitler proposed to deal with them. A task to then study some statements from characters on the information sheet provided. This allows the students to say who would support Hitler’s ideas and then justify why they would like that problem solved. This builds the ideas that the Nazis were supported by different groups in society. A plenary to summarise the key learning from the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to review the previous lesson on Mussolini but this can be edited to cover whatever you have recently covered. A brief overview of Mussolini’s position now that he is in power, but how limited his power actually was at the start. this includes some analysis of the methods he will go on to use to maintain his power, including comparisons to the Roman Empire fascis, salute, architecture etc. A video which explains how Mussolini increased his own powers and turned Italy into a dictatorship. The video has been edited by myself to include the check points of how dictators strengthen their control, and the video ticks as it plays through. A main task to study 5 information cards about Mussolini and to write 2-3 pieces of info from each onto the A4 scale provided. Students rank the information to show that Italians supported, were convinced or were forced. A plenary to consider the views of a historian about how persuasive Mussolini was. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which revises previous content on dictators, but this can be edited to suit what you have been teaching. An introduction to Italy’s position after WW1, including the economic difficulties and the disappointment with the Treaties. Students write 2-3 sentences based on the slides about why Italy was in a difficult position. An introduction to Mussolini, his background and his beliefs. This includes the founding of Fascism. A main activity to use the information pages to complete a bio of Mussolini, including his fascist beliefs and the reasons people supported his ideas. A video from YouTube that goes over how Mussolini marched on Rome. This is followed by a page of information to complete the final section on the worksheet. A plenary with review questions based on the lesson. Resources: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter based on medieval life but this can be edited to test the recall of whatever your students have been studying. A video to introduce what towns may have been like in Medieval England. A series of slides which you can talk through with students to introduce towns - they can create a mind map of the main features of medieval towns. This covers, with images, where they were built, how they were planned, town charters, guilds, roles of mayors and councils and some of the jobs people did. A main task to study 5 key sources in a large table. Students are guided with questions to extract the main things they can learn about towns from these sources. The questions should elicit the main learning from them. They then write this in the table. A plenary to compare towns and villages. Attachments: 1 x Powerpoint Presentation 1 x Publisher Files

This lesson contains: A chance to recap the Feudal System and ask students to remember the peasants’ place in society. A series of slides to discuss with the students. This leads to some interesting conversation as you cycle through the images. For each, students consider whether the image shows working life, home life or entertainment/spare time. You can then explore what you see and what you can learn. A main task for students to research about the lives of peasants in villages. They use the information cards provided which have lots of facts and evidence on. The students make notes about work, comfort and homes, diet and food and dangers and difficulties in their books using either a mind map or by putting four sections on a full page. A plenary to describe features of the problems faced in villages. Attachments: 1 x Powerpoint Presentation 1 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. A chance to recap the end of the Revolt and watch a video that helps cement the knowledge. Students should read an interpretation and infer the main reason for Wat Tyler’s death. A discussion of whether the Revolt, on the face of it, seemed like a failure. This then triggers a task to study lots of interpretations and develop the main arguments about the revolt’s immediate, short- and long-term impact on England. An extended writing opportunity to argue whether, overall, the revolt was a success or failure, using criteria. There should be a final opportunity to complete the progress tracker sheet and do final reflections on the enquiry. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. A recap of John’s situation with the barons and introduction to the Magna Carta. A task to study the provisions of Magna Carta against the grievances of the barons and make a judgement as to whether it dealt with John adequately. A video which reinforces the impact of Magna Carta on future kings. Optional (if time) reading on the Barons War. A final task to weigh up the impact of Magna Carta. Students study the information and pick out the facts which help them make assertions about the short- and long-term consequences. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. A chance to bring the monarchs up to date and connect Richard to the previous ones. Students will understand his situation as a young king inheriting a long war. Students will be taken through the key developments of the enquiry so far and how the different groups have been affected, with peasants being the only group that have seen very little improvement even after the Black Death. They study statements and determine the main grievances of the peasants. Students will study a comic strip (editable) about the events of the revolt and complete a task to document the main events each day and assess the threat level of each. A chance to reflect on what the revolt shows about the power no possessed by each social group. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. An overview of john’s birth and position within the family tree, with a comparison between perceptions of him and his brother Richard, using sources which can be discussed or annotated. An on-board walkthrough of John’s problems as king, including a Guernsey link. A task to study the information on John’s reign. Students weigh up the good and bad things he did against the criteria of what a good king must do, with a potential to do extended writing at the end. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson includes: A starter which can be edited to fit whatever you previously taught. An on-board introduction to Henry III’s reign and his family tree as well as anticipating whether he can learn from John’s mistakes. The teacher takes the students through a few slides with mistakes Henry also made and they weigh up how similar he is to his father. There is an activity to summarise what they have learned. An on-board introduction to Simon de Montfort and the Provisions of Oxford. Students use the on-board information to complete some questions on this. A main task to read an information sheet about the 2nd Barons War and the eventual death of de Montford. The students complete some comprehension questions and then analyse the text to draw out facts about how the parliament worked. This is done on the worksheet provided and has a summary of the equivalent workings of today’s parliament. A plenary to update the optional consolidation table for the whole scheme of work on Medieval Power. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson includes: A starter to recap the previous lesson on the breakdown of Becket’s relationship with Henry. A chance to study the image of Henry being whipped and have students guess/discuss what is going on. A recap on the board of the breakdown in relations between the two men, and how the final scene played out when Henry called out about the ‘troublesome priest’. Students then read 3 sources and answer a series of questions about the death of Becket using the sources to extract the information. They write which source told them the information at each point so that they can grasp the importance of studying multiple sources. A short video from YouTube to followup on the death of Becket and it’s implications. A main activity to study the consequences of the death of Becket and write out the impact it had on the king, Becket’s memory, the Church etc. so assess how it affected the king’s power. A plenary to update a progress sheet Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson includes: A starter activity to recap previous learning. An on-board introduction to Henry II becoming king and the kings that came before him starting with William I. Students learn about the Angevin Empire and the extent of Henry II’s power. An on-board explanation of the rising power of the Church and Henry’s frustrations with Church courts. Students find out about the ways criminals could escape justice through Sanctuary and Benefit of the Clergy. This is followed by an exercise to summarise what they have learned so far. An activity to read the story of Henry and Becket and to complete a questions on the timeline worksheet provided. This is extended by asking students to identify 1-2 moments where both men were responsible for the falling out. A plenary for students to reflect on the mistakes made and how things may have gone differently. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the bombing of major cities and the purpose of the evacuations. Students looks at some sources and figures of those evacuated and draw assumptions about the meaning or intent behind some of the propaganda behind the evacuation initiative. The main task to study what the experiences were like. Students watch a video and discuss how reliable it is as a source, then look at the sources on the information sheet provided and find positive and negative experiences. Students then write about how lives were changed by the war. A plenary to consider what five items they would take with them if they were evacuated. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of what the Homefront was and how the concept of ‘Total War’ works, with a quote from a historian and examples of how it affects the home front. A few slides where the teacher can explain the adjustments to living that took place during the war, to ease into the main task. Students then use the two-page information sheet to complete the table provided with notes about the impact the war had on people at home. An opportunity to study a quote about total war and give examples of what they learnt that can verify or contradict the quote. A plenary to write a paragraph about life in the war. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An on-board overview of the background to the Blitz and some of the statistics, so that students can work out that this war took its toll on civilians much more than the previous war. The slides then take students through the idea that aircraft are now much more deadly in this war, with examples from Spain, Poland and China, and then looking at Rotterdam as well. A discussion task for students to determine where the Nazis might attack given the choice of different targets on the map. Students might choose between cities, industry or military targets, and justify this choice. A main task to work through the guided reading in the booklet to discover what the Blitz was, what the intention was (from sources), and then what the impact of the Blitz was. These exercises are done in the students’ book. It uses on-board information to show the shelters, defense forces and subways being used, as well as a video from Blitz Street on YouTube. A final task to use the sources provided to answer what the cost of the Blitz was, and where this worked in crushing Britain. A plenary to examine photos of London during the Blitz and write how this would have affected the people living there. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the war and its global impact. Students then see two short examples of why people fought and look at the different experiences of a person from British Africa and British Caribbean. They might speculate as to why these experiences were different. An overview of why people from the empire fought. Students then take notes in a mind map or bullet point format from the board. A main task to study 7 information cards, one from different parts of the empire, and to assess their contributions. They record these on the worksheet. A video and then excerpt to judge whether empire troops received recognition and the respect they deserved for their contributions. The video and excerpt give different interpretations of this so that students can make a judgement. A plenary to support or contradict David Olusoga’s quote about the empire and its contribution. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. A video from YouTube which summarises the main events of the war. Students then use the information provided to find out about 4 such battles. The worksheet contains questions to elicit the key information. Students can extend their thinking by discussing what either side might have done differently to get a decisive victory. A chance to take a detailed look at Naseby, the battle which turned the tide of the war. Students are introduced to the location and the alignment of the troops. There is a video summary of the battle and how it was fought, and then the PPT provides a ‘talk through’ opportunity with animation to show the progression of the battle. A task to use the information to complete their worksheets and answer the questions. A final task to colour-code the main reasons why Charles lost the war, and then do a write up to say what the main reasons were. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. An overview of the situation so far in the war and that neither side had won decisive victories. Students are then introduced to the new leaders Fairfax and Cromwell and the idea of a new ‘model army’, why it was created and what the intention was. An activity to then use an information sheet to answer questions on the key information about the new army and then to explain how the new types of troops might help them win. A task to study the rules laid out for the army. Students use the questions on the board to write about what made them religious, disciplined and brave. Students summarise the key provisions while doing so. A plenary to recount key words. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. A brief introduction to the start of the war, and then students use the information presented on the PPT to complete the boxes on their worksheet to differentiate between the Roundheads and the Cavaliers, who they supported, what they wore and what their aims were. An activity to study the information sheet and find out about the different way in which musketeers and pikemen fought, as well as then labelling the two different soldiers based on the descriptions on the sheet. An activity to find out about the difficulty faced by soldiers when choosing sides. There are four large sources and for each, there is a question that analyses what is being said. The students answer these questions in their books with an extension to explain two reasons why soldiers found it hard to choose sides. A plenary activity which can be done as a whole class on the board. There is a summary task on an interactive website from British Civil Wars. It is a drag and drop activity which can be done as a whole class discussion. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task to check students’ chronological knowledge of the common monarchs studied at KS3. Feel free to change or alter (or add) as needed. An overview of what a civil war is. Students have an opportunity to discuss this and then write down a definition. Students then find out it is between Charles and parliament. There is a chance here to discuss what parliament is, if the students don’t already know it. The students can then be shown an overview slide that shows the death toll and impact the war will go on to have. An activity to note down, from teacher-led slides, the beliefs which Charles held. This will help to build a picture of the reasons why a potential conflict might arise. This includes his power beliefs (divine right of kings), his religious beliefs and his financial beliefs. This helps later when the students categorise the reasons for the war into these groups. There is a video giving an overview of the causes of the Civil War that students may find interesting. It is made by English Heritage. A main activity which might span over the two lessons. This is to follow the narrative of events (a 3 page information booklet provided) and complete their timeline on the worksheet provided. This maps out the major events in the road to war. For each event, students summarise what caused the disagreement and then judge, using the scale, how much guilt Charles had for each event. The students will then colour-code the timeline to show whether the cause is to do with power, money or religion. There Is then a chance to do a write up using the evidence they have gained. This is to decide whether Charles was to blame. The students could be asked to also do a ‘one hand, other hand’ piece of work if you prefer. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files