AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the short and long term impact of the dissolution of the monasteries. Students learn about the role monasteries played in English society and how they became a fundamental part of the break with Rome. They are given the facts of the dissolution by numbers to help them evaluate the impact of the dissolution as well as the techniques Cromwell used to close them. There are some great video links included as well as shocking revelations brought to light. The plenary allows students to reflect on how various sections of society accepted or disputed the dissolution. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the reasons for the increasing problems Elizabethan society underwent towards the end of the 16th Century. Students also have to evaluate the impact of these changes upon society as a whole, from a rising population, gentry class and continuing inflation. They will also question if there was a crisis in the aristocracy, a case put forward by renowned historians such as Hugh Trevor Roper, as he argues their decline of importance coincides with a rise in influence of the gentry class. Finally students will examine and decide if there were any differences in the patterns of trade in the Elizabethan era compared to previous Tudor times. Was England still dominated by agriculture and the cloth trade to Antwerp or were any changes happening to expand markets? There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is threefold; to understand the beliefs and treatments of the Black Death, to recognise why these had a detrimental affect on medicine and to understand the similarities between the Black Death of the 14th Century and the Plague of the 17th Century. This lesson can be delivered over two, owing to the content and challenge. There are numerous learning tasks for students to complete, from tabling the symptoms of the disease, using sources to map out the beliefs and treatments at the time, a thinking quilt, as well as plotting similarities on a skeleton hand and tackling two GCSE practice questions. A find and fix task at the end checks understanding and challenges student thinking. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

Civil Rights in America The aim of this lesson is to assess how far Jesse Owens inspired the Civil Rights Movement. Students begin by analysing his early childhood and how his athletic talents was spotted at a young age. Students will also assess how Jesse coped in the segregated south with the Jim Crow Laws and judge how far this impacted upon his athletics career. There is a chronological exercise to complete, together with video footage of the Berlin Olympics and some differentiated questioning on his medals, achievements and legacy… A true or false quiz at the end will attempt to question how Jesse Owens was received back in the USA after the Berlin Olympics and how far his life changed. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Holocaust The aim of this lesson is to understand why we should remember the holocaust and why we commemorate it every year. Some misconceptions are given at the start, such as what the holocaust actual means and the differences between concentration and extermination camps. Throughout the lesson the students build up their ideas and add them around a lightbulb to focus on the central aims of the lesson. Students are also given numbers and have to decide the significance of each from 6 million to 2 minutes and 2 seconds or 90cm by 90cm for example. The final part of the lesson refers to the powerful and moving story of Erica, thrown off the train by her parents before she reached Auschwitz and therefore knowing very little about herself. The plenary focuses on some odd ones out exercises and recent genocides to emphasise the importance of remembering the holocaust. There is some excellent video footage to accompany the lesson. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to evaluate how effectively the Nazis controlled its Youth. The lesson is split into two parts and can be delivered over two lessons. The first part looks at the Hitler Youth, the activities organised for boys and girls and the purpose behind them. Students then have to analyse four pieces of evidence and evaluate how much they are being controlled. Some differentiated questioning and higher order thinking allows you to see how much they are making progress in the lesson. The second part focuses on education and what the young people are taught at school. Again the students are challenged and questioned on how effective this diet of propaganda was, with an emphasis that not all lessons were anti-Semitic. Various and excellent video footage is used to consolidate understanding. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

**EDEXCEL GCSE 9-1, SUPERPOWER RELATIONS AND THE COLD WAR 1941-1991 ** There is no doubt that students are finding this unit of the course extremely challenging. Therefore I have been inspired to write this summary guide for my students to help pass the GCSE examination. This resource sets out the whole course in two sides of A4. This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! It covers the main events, issues and people and key terminology connected to the topic, with a focus on the exam requirements at the beginning. I have included both PDF and word documents in case there is a wish to adapt and change.

The Tudors The aim of this lesson is to decide which Tudor explorer deserves the most recognition in a seafaring ‘Hall of Fame’. Students are led through the journeys and discoveries of sailors in Elizabethan England from the Cabot brothers to Gerardus Mercator and his brilliant Atlas. (This was to give the navigator a map, where a line of constant bearing would cross all meridians at the same angle) The sailors achievements and the problems they encountered are given through learning activities such as a play your cards right, video evidence, a true or false quiz and a plotting exercise of Sir Francis Drake’s circumnavigation of the globe on a blank world map. The main task is to analyse and evaluate the achievements of Drake, Hawkins and Raleigh with differentiated resource materials. Students are given specific criteria to judge this before ultimately deciding who had the greatest impact and should be given the most recognition for Elizabethan exploration. The lesson concludes with a literacy key word game. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of eleven lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This is the third lesson and attempts to clarify the problems Elizabeth faced as a ruler in her first ten years; from being a female to the succession, foreign policy, Ireland, taxation and religion. Students have to answer a variety of different questions from the start and engage in a thinking quilt to challenge them and link definitions to key words. Students are given a chance to review her biggest problems either in a knockout tournament or using structured questions. This will enable them to answer two of the exam question types; the ‘interpretation’ question and the ‘write an account’ question. Two plenaries focus on retrieval practice and what the students have learnt in the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The French Revolution The aim of this lesson to be judge how much Britain had to fear from Napoleon. The first learning task for the students is to analyse a map of Europe in 1810, when Napoleon was considered at the height of his power, and work out which European countries were ruled over by France. There is some source scholarship on Napoleon’s army to give some context on why it was so successful. The main task is to decide how much Britain had to fear from Napoleon. Students have to emoji rate each part of Napoleon’s power, from battles, to his rule in France and his attempted invasion of Britain, before his defeat at the Battle of Trafalgar and subsequent imposition of his continental system. Students can give their overall judgements in a written task, with key words and a writing frame to help if required. As Napoleon’s power declined and therefore his fear factor, students are required to finalise his demise deciphering a dual coding task. The plenary requires them to choose the correct answers, which focus on Napoleon’s health problems and ultimate reasons for his failure and final exile to St Helena. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the skills of Thomas Cromwell as Henry’s chief minister. Students are given the context to Cromwell’s rise to power, before they have to rate and justify the various talents he displayed, particularly in securing the divorce for Henry. They will also make comparisons with Cardinal Wolsey and judge their similarities and differences in office. A noughts and crosses game gets the students thinking and recalling knowledge at the end of the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

Who was Genghis Khan and how did he rule the largest land area in history? Students learn about his early life and background and how he became such a powerful ruler. They are required to judge two things about him; how good a leader was he and was he was unifier who brought peace and stability or did he bring chaos and destruction to his Empire? They are required to debate and complete an extended piece of writing with argument words and a scaffolding structure to help them decide. The plenary consolidates their learning about Genghis Khan with key words used in the lesson, from which examples must be given for each. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

GCSE Germany 1890-1945: Democracy and Dictatorship This lesson focuses on the difficult topics of proportional representation and the new Weimar constitution. The lesson centres around how the Weimar Government was formed out of the chaos of the end of World War 1 and how the politicians decided to meet in the quieter town of Weimar. Setting up a new constitution was the first step toward democracy but as the students find out through second order concept skills there were many similarities as well as differences to that of the Kaiser’s government. Included in the lesson are a number of diagrams and information sheets for group work, an AFL sheet and links to the main GCSE question asked on the first slide. The students are introduced to the GCSE question on political and economic problems that the Weimar Government faced but this question spans a number of lessons before they can attempt it. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth asserted her authority and control in the second half of her reign. What was it like to be poor in Elizabethan England and how did the Elizabethans deal with poverty? Moreover how did attitudes change and why was there a rise in the building of Almshouses by the end of the Sixteenth Century? These are the key questions focused upon in this lesson as students learn about the causes and consequences of being poor. Two GCSE practice questions are undertaken by students as they acquire skills in answering an interpretation and write an account question using the information in the lesson. Furthermore they can peer assess their work and note where and how they can improve. They will also by the end of the lesson recognise the significance of the new Elizabethan Poor Law and how the impact of poverty varied across the country which is needed to be able to obtain the more complex reasoning answers demanded in the AQA GCSE markschemes. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the significance of the formation of NATO and the Warsaw Pact Students are given the context of why each organisation was formed and then have to analyse each flag and explain the important of each symbol using prompts to guide them. Furthermore students will need to discover how far Stalin is telling the truth about the Warsaw Pact in a true or false quiz. There is a GCSE practice question on importance to complete with help if required and a model answer given. Finally, students complete a checkpoint retrieval activity and challenge tasks to finish and reinforce the learning of the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to analyse Nazi policies towards women and then evaluate how effective they were at controlling them. The start of the lesson questions the qualities Hitler is looking for in women and then questions what makes the perfect Nazi woman using key words. Students then have some differentiated questions to complete, using text before evaluating how much certain women were controlled and explaining to what extent. A GCSE practice question focuses on ‘Which source is the most convincing?’, complete with simplified markscheme and notes on the slide for more guidance. The key words are then revisited in the plenary. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

This lesson examines the different punishments that the slaves endured on the plantations. Different sources are analysed showing the positive and negative aspects of plantation life as students have to extract fact from fiction. Students then look at the different forms of resistance from passive to active resistance and decide the best and most effective form of resistance and justify their reasons. There is also a chance of being more interactive as students are selected to take on some forms resistance which the class have to find out and decide. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The English Civil War The aim of this lesson is to decide why an audacious plot was hatched against James 1 and why might the plotters themselves be framed by the Government itself. This lesson is therefore split into two. The first half examines the men and their roles in the infamous plot to blow up the King in 1605. Students are introduced through talking heads to Guy Fawkes and King James. They also study sources from the time, including Robert Cecil’s account of the plot and analyse the words trying to make inferences between fact and fiction. A model answer is provided to aid their analytical skills. Furthermore they will evaluate the causes and consequences of the plot and its significance today. The second part of the lesson will require the interpretation of a number of sources to decide if the plotters were actually framed by Cecil and the government who allegedly knew about the plot all along and actively encouraged it. Students have to decide for themselves before reaching a judgement using key words to aid them. This is excellent groundwork for source analysis they will later tackle at GCSE. The plenary is to talk like an historian answering key questions using information from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. The aim of this lesson is to determine why the Essex rebellion was different to the previous threats Elizabeth faced in her reign. Students learn about Essex’s life and the reasons for him turning on Elizabeth in his failed attempt to ‘protect’ her from Robert Cecil. Using differentiated materials and video evidence, they can either create a factfile on Essex or colour code information on his life focusing on different themes of importance. They then plan and write a significance GCSE question, using the suggested skills and tricks of answering a significance question as opposed to writing a narrative account of his life. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.