A model answer to a sample question for the AQA 2024 HE on Drake’s Circumnavigation of the Globe 1577-1580. The answer explores several factors to address the question: “The main result of journeys of exploration was the increase in the wealth and power of Elizabethan England”. How far does the study of Drake’s circumnavigation support this statement? You should refer to Drake’s circumnavigation and your contextual knowledge (16 marks)

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.

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.

AQA 8145 - exploration of the threats Puritans posed - symbol poster activity with all relevant worksheets included. Assessment account question on puritan threat included.

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.

The first lesson in the scheme American 1920-73: Opportunity and Inequality, focusing on what American society was like by 1920. The lesson begins with an exploration of existing knowledge of America, moving to exploring the American political system. Students then watch a video on how immigrants came to America through Ellis Island, leading to an assessment of which groups held the most ‘value’ in society at the time. Students then create a spider diagram on why people emigrated to America at this time, linking it to the melting pot idea. Finally, students summarise America society by 1920 with 5 key words or phrases.

This lesson explores the causes for and events of the Red Scare in the 1920s. A source starter explores the issues of the melting pot and fears of ideological differences, leading to video notes exploring why communism was so feared at this time. Students then explore why communism was feared, linking in the Palmer raids. Using a video and a card sort, students assess how the case of Sacco and Vanzetti showed attitudes towards immigrants at this time. Finally, students link their learning to a source showing fears of anarchists and communism at this time.

AQA 8145: L1 - how voyages benefitted England. Carousel activity of key explorers and table, with intoductory videos exploring the benefits. L2 - Comparison activity of Drake and Raleigh with judgement and information sheet. Videos included of circumnavigation and issues Raleigh/sailors faced. Summary explain what was important question included.

Model answer for the 2019 historic environment question for AQA 8145 Elizabethan England on the Globe. The answer explains several factors, focusing on how the Globe shows changes in society using features of the site and wider evidence. Useful for revision, essay planning and in-class assessment.

Lesson 4 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on what Hardwick Hall can show about changes in the Elizabethan period. The lesson begins with a knowledge recall of Hardwick Hall, moving on to a carousel source activity where students use sources to explain key changes in England that Hardwick demonstrates (fashions, wealth, support for Elizabeth, rise of Gentry and new architectural styles. Students then explain what Hardwick Hall can show about Elizabethan England, explaining why Hardwick can be seen as a symbol of Elizabeth’s reign.

Lesson 2 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on who Bess of Hardwick was and why she was able to build Hardwick Hall. The lesson begins with an image starter, asking students to explore how people like Bess could build manor houses. Students then explore Bess from a video, moving on to the creation of a timeline of her life. From this students create a spider diagram showing how Bess was an effective businesswoman, then explaining how Bess was able to redevelop Hardwick. Finally students assess how far Bess was a typical member of the Elizabethan Gentry.

Lesson 1 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on how and why manor houses developed in Elizabethan England. The lesson begins with a starter focusing on features of a typical manor house. Students then use a video to explore why the Great Rebuilding occurred, leading to the creation of a spider diagram on why so many manor houses were built in this period. The lesson then explores the typical features of an Elizabethan manor house, leading to a recap plenary.

Model answer for the 2020 AQA historic environment topic - the Spanish Armada. The answer is based on the following question - “Luck was the main reason for the outcome of sea battles like the Spanish Armada in this period”. How far does a study of the Spanish Armada support this statement? You should refer to the Spanish Armada and your contextual knowledge. (16 marks) This question is based on the specimen Stamford Bridge question, as advised by AQA. This answer can be used for revision, modelling, annotation or formal assessment.

This lesson explores how both Eisenhower and Kennedy increased US intervention in Vietnam and their similarities/differences. The lesson begins with exploration of existing knowledge of Eisenhower, using a video to make notes, with the same task utilised for Kennedy. Students then use the handout to create a table showing similarities and differences of their policies, leading to a detailed focus on the Strategic Hamlet Programme. Students then list any successes and failures so far for the US in Vietnam, finally assessing how far they agree that the Strategic Hamlet Programme was ultimately a failure for the US.

This lesson focuses on the anti-war movement and how demands for peace escalated. The lesson starts with a picture starter, leading to a discussion over why opposition to the war increased after 1965. Students then complete a chart examining the different factors causing the growth in the anti-war movement, reaching a judgement. Two songs and their lyrics are then analysed to explore the role that songs played in influencing youth culture. Students then explore which anti-war slogans would have been the most effective at protests, leading a plenary vote on the most significant reason that impacted on the anti-war movement.