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.

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 revision session (30 mins) in which students create connections between key events, people and dates. Each student is then given a colour coded question which they must answer in writing in 8 minutes but must not write the question down . Students then swap papers. The marker's first task is to work out what the question was and write this below the answer before marking the paper guided by the key points on the final slide. gets student thinking about whether they have answered the question and identifying what a good answer is.

Underpinned by the concept of cause and consequence this lesson seeks to provide students with the opportunity to explore how Henry VII established the Tudor Dynasty through various strategies such as marriage, war and limiting the power of potential claimants to the throne.

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.

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.