This lesson explores the similarities and differences of the liberal thinkers. The lesson starts with a recap timeline, asking students to summarise the key thinkers. Students then focus on one individual and summarise their beliefs on state, economy, human nature and society, presenting to the rest of the group whilst each student completes the table. Students then assess tensions within liberalism and liberalism today, explaining how far tensions exist within liberalism. A trio recap plenary allows retrieval of key vocab and terms.

This lesson explores the view liberals have on society. The lesson starts with an extract from Rand, asking students to make inferences and apply knowledge to support and challenge. A video then introduces key ideas around society, leading to completion of a data capture table comparing the three views on society held by liberals. Students then apply their learning to a 9-mark response on how liberal thinkers define freedom, bringing in the learning of the state, human nature and society. A recall plenary allows retrieval practice of key content.

This lesson explores how liberals view the state. The lesson begins with a knowledge recall quiz, leading to an introductory video on liberal views on the state. Students then use the table to summarise the liberal approach to limited government. The main tasks focuses on exploring what liberal thinkers agree and disagree on re. the nature of the state, leading to an extract practice. The judgement asks students to debate if ‘liberal democracy is a contradication in terms’ - leading to a judgement line plenary.

This lesson explores how Liberalism became a political theory. The lesson starts with defining Liberalism, leading to a guided reading activity to uncover what we can learn about Liberalism as a theory. Three short videos introduce how Liberalism has been applied, leading to an exploration of the main principles of liberalism, making notes on the key areas. Finally, students list how we may see liberalism in the modern day.

This lesson explores the views held by Liberals on human nature/the individual. The lesson begins with a quote from John Locke regarding his views which students make inferences from. Students then use a video to explore liberal views and then complete a data capture carousel exploring the theories around human nature (e.g. rational, egotistical etc). Students then apply their understanding to a 9-mark explain question explaining and analysing three ways in which liberal thinkers have viewed human nature.

An introductory lesson the the AQA Politics Paper 3 - Political ideas scheme. The lesson begins with students defining a policy, political idea and ideology, then applying this to three case studies to show the differences in action. Students then get an overview of the paper and explore the 5 key themes explored and annotate around how and why they would be important to a political thinker. Using the brief definitions of the four ideologies students assess what each ideology (e.g. socialism) would approach society etc. As a plenary students explain to each other the key differences between a policy, idea and an ideology

This lesson explores the success of surgery in the Medieval period and the extent of progress. The lesson begins with an exploration of what is needed to make surgery successful, leading to a video exploring how surgery developed. This is then extended upon with the card task adding to the table of evidence. A progress check recaps students understanding, leading to a written judgement on which area saw the most progress. Finally a judgement line/post it plenary allows an assessment of how much progress students believe was made in the Medieval period.

This lesson compares the impact that Christianity and Islam had on surgical development in the Medieval period. The lesson starts with a source task which introduces the differing perspectives, leading to an evidence gathering comparison table of the two religions. A video further develops Islamic medicine, allowing a judgement on why Islamic doctors made more progress at this time. Students then apply their learning to a ‘similarity’ question leading to a written judgement/timed response

This lesson explores the development of anaesthetics and antiseptics, and the impact on surgery. The lesson begins with a discussion of the issues remaining in surgery with a video introducing Simpson and Lister. This then leads to an exploration of the role of anaesthetics and antiseptics through completing categorisation tasks and written responses, with the addition of a progress checkpoint. Students then plan and answer an 8-mark significance question around anaesthetics, marking their own or their peers and improving their answers. A judgement plenary allows students to develop which they feel was most significant and over which time.

This lesson revisits Vesalius, Pare and Harvey and focuses on how they helped surgery to develop. The lesson begins with a Medieval surgery knowledge audit, leading to a task on Vesalius and ranking his contributions in terms of importance. Students then review Harvey, considering successes and limitations, moving on to review Pare and his importance. At each stage challenge questions extend thinking and promote comparison of significance. An opportunity for ‘utility’ practice on Pare leads to a plenary debate on who had the largest contribution to the development of surgery in the Renaissance.

This lesson explores the role of the individual (John Hunter) in bringing surgical development in the Early Modern period. The lesson begins with a video exploring his significance, leading to a reduction task of the ‘top 3’ reasons for his significance in the different fields (books, training etc). Students then apply this to an 8-mark significance plan, leading to an overall assessment of surgical progress by 1800. Finally, a judgement line plenary allows an overall assessment of how much progress had been made in surgery by 1800.

This lesson recaps the key content on Public Health from Medieval England to the modern day beginning with a quiz-quiz-trade starter. Students then categorise the evidence into the different factors, using this to plan a 16-mark essay response on the government being the most important factor in developing public health. Students then write a model paragraph and self or peer assess this. Finally, students complete a trio recap plenary.

This lesson explores the extent of progress by the end of the 18th century for causes and cures. The lesson begins with a recap of how disease had been treated up to the start of the Renaissance, leading to a video allowing exploration of change and continuity of medicine. The lesson leads to a source task, exploring scientific v supernatural cures in this time, leading to a table task assessing progress and remaining limitations. Finally, students complete a continuum plenary assessing the extent of progress by the 18th century.

This lesson focuses on planning and writing a 12-mark essay assessing which was more important in ending the depression in America: New Deal or WW2. The lesson starts with a rapid recap of both, swapping and sharing information, leading to a collaborative, modelled planning of the essay after exploring Level 3 criteria. Students then write a judgement to the essay and complete a judgement line plenary.

This lesson explores how WW2 affected the USA both positively and negatively. The lesson starts with a recap of key terms from the previous lesson (e.g. Cash and Carry), moving into a video introducing the impact of WW2 on US society/economy/politics. Students then use the hand out to create a table showing the positive and negative impacts of WW2, leading to application planning to an 8-mark response on the impact of war on African-Americans and women. Students then debate the overall impact of WW2 on America, leading to an interpretation plenary on the legacy of WW2, linking in knowledge gained from the lesson.

This lesson begins with students exploring what they already know about WW2, using a video then to note down how the US became involved. Students then explore the stages to war from 1935-1941 assessing how involved America was at each stage. Students then complete notes and questions on how Pearl Harbour was the trigger point for US involvement. Students then create a mind map showing how WW2 benefitted the US economy. A judgement plenary explores how ‘beneficial’ WW2 was for America.

Model answer for specimen paper question: ‘The main change that manor houses demonstrated was the greater prosperity of their owner’. How far does a study of Hardwick Hall show this?

This lesson explores how Herbert Hoover attempted to tackle the issues of the Great Depression. The lesson begins with an interpretation of Hoover, allowing students to make an inference. Students then explore the biography of Hoover and suggest what kind of a leader he would be. A video outlining Hoovervilles leads to an assessment of the different methods Hoover used to tackle the depression - for each students assess if each was a success or failure and why. Students then link the learning to a 4-mark describe question, revisiting the interpretation of Hoover as a plenary.

This lesson explores why Roosevelt beat Hoover in the 1932 election. The lesson starts with an interpretation of Hoover with students supporting and challenging this, leading to a consideration of what voters would want in 1932. A video then introduces the election, leading to students assessing in a tabe why Hoover was unpopular and Roosevelt popular. Students then complete a written assessment, leading to a judgement line plenary on who was responsible for the loss of the 1932 election.

This lesson explores the causes and variety of opposition to the New Deal. A source starter allows inferences of criticisms of the New Deal, leading to a video exploring motivations behind the critics. Students then explore one opponent in depth and present to either the whole class or small groups, building a picture of the five main opponents. An interpretation plenary allows a review of criticisms of the New Deal and interpretation skills.