Exploration of social change in the 1920s. Whiteboard picture starter, carousel activity/market place exploring differen aspects of social change (music, cars, cinema and sport), judgement on if the roaring 20s really "roared" for everyone

Exploration of who the KKK were using video and pictoral sources, analysis of primary source material regarding the activities of the KKK and judgement regarding the impact they had on black Americans.

Picture comparison starter, two videos (American voice boom to bust) explores contrast of rich and poor, card sort of five key groups who didn't benefit from the boom, great gatsby trailer showing extremes of wealth and summary judgement re. division in society and extent of those who benefitted from the boom years.

Link to the modern day with Donald Trump video (Mexico wall), exploration of Sacco and Vanzetti using the Woodie Gutherie song and a video on the Red Scare, table exploring different reasons US society was afraid of immigration building to an overall judgement.

Exploration of the sides in the civil war, analysis of the weaponry and which was most effective. Culminates in a judgement on which side pupils would like to have fought on.

Exploration of the causes of the Civil War - categorisation into themes - religious, economic, political and personal reasons

Introduction to the character of Charles with interpretations to analyse, chronology card sort and hypothesis of why the civil war started.

KS3 or KS4 applicable Source analysis on isolationism, carousel activity on factors that caused the boom, video outlining the causes and optional explanation assessment at the end.

Mid-point assessment covering the Treaty of Versailles and League of Nations. Assessment includes mark scheme and model answers.

For AQA 8145 conflict and tension 1919-39 Overview of the key reasons for the failure of the league. Odd one out starter, group task and summary spider diagram and judgement plenary.

For AQA 8145 conflict and tension, 1919-39 Two lesson sequence exploring the events and impact of the Abyssinian Crisis on the League of Nations. Lesson 1 introduces the crisis with a video, and has a 'symbol' poster task included to consolidate the key facts. Lesson 2 focuses on the impact of the crisis, linking Manchuria and Abyssinia together then analysing the impact Abyssinia had on the failure of the League

For AQA 8145 Conflict and tension, 1919-39 Three lesson sequence focusing on the events and impact of the Manchurian Crisis Lesson 1 introduces the crisis with a video, note sheet and hand out. Lesson 2 is a role play news report on the crisis with roles including - The league, China, Japan and a reporter Lesson 3 analyses the impact of the crisis on the league building towards a 'write an account' question with planning sheet and hints

For AQA 8145 conflict and tension 1919-39 One lesson analysing the successes the league had. Recap starter on issues the league faced, decision making task - can do individually/paired or grouped. There are 10 situations and each needs a solution using the league sanctions. This can be fedback and compared to what the league did - opportunity for analysing the successes and failures of this, building towards a "write an account" style question on how the league dealt with crises 1920-35.

For AQA 8145 - conflict and tension 1919-39 Two lessons exploring the League of Nations focusing on - membership, structure, strengths and weaknesses and how it was viewed. Lesson 1 focuses on introducing students to the league using video and written sources. Lesson 2 focuses on how the League was interpretated by Britain, the USA and Germany and a card sort assesses the strengths and weakenesses of the League. This builds towards a 4 mark source question for the new spec - source d opposes the League. How do you know?

For AQA 8145 conflict and tension 1919-39 Lesson centered around utility skills and a 12 mark "how useful" question. Source starter regarding a teacher to introduce skills, collaborative planning on a structured frame to plan the question and useful tips sheet for each student. This then can lead to pupils attempting the question in class/at home

For AQA 8145 conflict and tension 1919-39 Two lessons exploring firstly how the Germans reacted to the Treaty of Versailles, then a focus on interpretations of the Treaty to embed utility skills. Builds to a judgement line/debate on how fair the treaty was to Germany. The interpretations are included in the PowerPoint.

For Conflict and tension - 1919-39 new AQA GCSE spec A 3 lesson sequence exploring firstly: The terms of the Treaty - video included, opportunity to ask pupils to construct their own treaty and compare it to the actual treaty. The second lesson explores the peacemakers reaction to the treaty and who was satisfied by each term, source analysis plenary The final lesson is an essay-planning lesson for the 16 mark essay - "Georges Clemenceau was the most satisfied with the treaty". Do you agree? Opportunity for group work and collaboration. A mark scheme and model answer are also attached.

For new Germany unit - 1890-1945 Source starter, video introducing the night of the long knives, source analysis assessing causes and consequences of the night of the long knives, describe 4 mark question built in and overall judgement building on the learning sequence of the most significant reason Hitler was able to establish a dictatorship. Summary assessment question (8 mark explain question) at the end - mark scheme attached.

For new Germany unit - 1890-1945 Starter video recapping Reichstage fire and assessment of Hitler's position after this, information hunt activity concerning the different factors enabling Hitler to eliminate outside opposition (e.g. Enabling Act...), judgement activity on most significant factor and judgement line plenary.

For new Germany unit - 1890-1945 Linking picture starter, group assessment of extent of Hitler's power by Jan 1933, video exploring the role of the reichstag fire, group analysis of 5 interpretations of fire, building towards a which is the most convincing interpretation question