Focussed lesson on the Night of the Long Knives with emphasis on group work and individual writing to build confidence in paragraph writing. Easily adapted with a good range of resources.

Lesson seeks to challenge students to consider the USA’s justification in 1945 for dropping the Atomic Bombs on Japan. Intentionally seeks to minimise over emphasis on the moral issue which can cloud analysis of whether in 1945 (versus 2015) the USA had a case or not. Emphasis on discussion and debate but could be turned into a written answer if necessary.

The lesson looks to provide students with an understanding of why there needed to be a Civil Rights movement in the USA in the 1950s and how the Jim Crow Laws were used by white Americans to oppress Black Americans leading to organised protests. The aim is to allow students to identify various means of protest from passive to violent that can then be explored in future lessons. The lesson was delivered to a class that had not done slavery for over a year so key information on slavery leading up to the Emancipation (1863) and Freedom of slaves (1865) was built in.

A lesson focussed on source analysis and writing skills. Students are asked to quickly summarise D Day and make a judgement on its significance based on a map, summary and short video clip. They are then provided some additional sources which provide alternative views regarding its significance before writing their final response to the Key Question. Interesting to see students making the conceptual leap from D Day in WW2 to the start of Cold War friction without being prompted.

Christmas focussed lesson for end of Autumn term questioning whether the British and Germans actually played Football Games during the Christmas 1914 Truces. Looks at nature of sources and interpreting questions (Football matches versus a kick about - definition etc).

Lesson designed to introduce these two events and push students to make link to understand their relationship. Utilises OCR, Walsh, 3rd ed

Building on the student's understanding of the Industrial Revolution this lesson sought to get them to consider the Great Exhibition from a Factory Worker's perspective. Video sources provided a prompt and ideas of how working class people felt about it. (Potentially drop video first video if time does not allow). Pictures of the Great Exhibition allowed students to wander around the classroom gaining ideas and a sense of what the Exhibition might of looked like.

A lesson using a card sort activity designed to challenge students to prove the statement wrong with a twist at the end. Used as a revision of previous learning regarding Elizabeth and Philip and build up to Spanish Armada lesson

Lesson 2-7 covering the conditions on board transport ships making the journey to botany Bay. Video lesson which can be used as cover, distance learning or remove voiceover to personalise.

A teacher led demonstration which requires maximum student participation to practically recreate quite literally the flow of manpower through recruitment and training of the British Army in WW1. Also has utility in explaining why conscription needed to be introduced in 1916 and provides a sound platform to develop discussion, debate and further activities designed to answer key questions on Recruitment and Conscription in the First World War.

A revision lesson drawing on students’ previous learning on key factors leading to Hitler establishing a dictatorship (Reichstag Fire, Enabling Act, Night of the Long Knives (political intrigue)). Key question seeks to push students to reach a judgement on the significance of Hindenburg’s death versus other key events and then justify that choice using evidence.

A source based lesson identifying causes for the breakdown in the Allied Relationship (US-USSR) at the end of WW2. Bridging lesson between WW2 and Cold War Studies.

Linked to Empire and Industrial Revolution studies this source based lesson looks to identify the main reasons for the Allied Victory at Waterloo. A development of Folens’s Industry, Reform and Empire: Britain 1750-1900 pp.82-85.

The lesson explores the immediate short term measures taken by Henry VII after seizing the throne from Richard III at Bosworth in 1485. Focus is on the significance of the marriage to Elizabeth of York versus other factors such as the coronation and calling his first parliament. The role of powerful women behind the throne is highlighted. Rebellions, which posed direct and indirect threats, are not covered in detail but should for the focus of a later lesson

A wargame designed to allow students to identify the key factors leading to the Allied defeat in the West in Spring 1940. It provides an introduction to the events leading up to Dunkirk, Battle of Britain and the Blitz. Encourages group work, collaboration and shared learning.

A research based lesson questioning the success of the '12 Apostles' an IRA assassination squad set up by Michael Collins during the Irish War of Independence. Concept is for 4 groups to research the key question and then share information at the end but also to reach a conclusion of the strengths and weaknesses of each type of research.

Consideration of the impact of Policy, Facilities, Exercise and Doctors in delivering a Roman Public Health System

ppt with chronology cards introduces students to Berlin Blockade with emphasis of why it happens versus detail of life under the blockade etc

Using Folens Industry, Reform and Empire:Britain 1750-1900 pp.98-101 explore a different kind of factory and ethos that was borne out of the Industrial Revolution. Option to include chocolate both in the starter and as rewards for work incl final recruitment campaign poster.

Research based lesson with source analysis Homework question