AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a financial genius Henry really was. Students are given the information on how Henry collected his revenue and are introduced to key terms which they try to unpick. They then complete a colour coding task to judge and ultimately decide which source of income was he most successful at collecting and justify this with the evidence given. A recap on the Council Learned as well as challenging two opposing views of Henry, will allow students to plan and write a 25 mark exam practice question. There is a writing frame and a comprehensive markscheme given if required. 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 assess and judge the strength of the economy under Henry VIII. Students begin by recapping Henry VII and the measures he undertook to deal with a changing economy. This is then compared to Henry VIII as the students have to test the judgement made by John Guy who said England was ‘economically healthier, more expansive and more optimistic at any time since the Roman occupation’. Students are also required to give an efficient rating on Henry VIII’s policy on the economy and explain if he could have been more efficient (as with a household energy rating). The plenary asks students to expand their explanations, which is a brilliant idea taken from @MrFitzHistory There is some exam practice to complete with a supplied writing frame and markscheme to use if required. 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.

This is the first in a series of lessons I have created on the Tudors. This lesson is broken down into two parts. The first part describes and explains the events surrounding the Wars of the Roses. Students learn about the Kings involved and the battles fought through fun tasks, video evidence and role play of which they have to make choices on the victors. With this new found knowledge they have to explain what they have learnt through a ‘talk like an historian’ quiz. The second part of the lesson focuses on the previous Tudor perceptions of Richard III. Was he really a deceitful and cunning person, ‘a lump of foul deformity’ with a hunchback according to Shakespeare, More and Virgil? Archaeological evidence from King Richard’s remains is analysed by the students to prove or disprove some of these popular ‘misconceptions’ about his posture and character. Students are then challenged to write to the current Education Secretary to make sure correct history lessons are now taught about Richard III in secondary schools. 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. This lesson is fully resourced includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

This lesson focuses on the factors which allowed William the Conqueror to win the Battle of Hastings. The aim of this lesson is for the students to recognise how the factors link together (embedding GCSE skills) and how William could just have easily lost the battle. The students have to first decide who might have said or did what in the battle before completing a card sort activity with various statements which they order into the different categories. The learning tasks culminate in writing a narrative account of the events which is differentiated and key skills and prompts advise on how best to answer this. The plenary checks understanding with a true and false quiz. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The Holocaust This lesson directly tackles the overriding enquiry question throughout this sequence of lessons, namely who was to blame for the holocaust? They will continue to map out their ideas (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. The lesson focuses on Police Battalion 101 who were ‘instructed’ by their Commander, Major Trapp to execute Jews in Poland and send many others to the extermination camps. Two historians have conducted extensive research in this area and either concluded they were willing executioners or just ordinary men, victims of an extraordinary situation. It is up to the students to make up their own minds by tracking one of the battalion’s first ‘actions’ against 1800 Polish Jews living in the village of Jozefow. There are accompanying worksheets and grids to colour code as well as excellent links to video footage and differentiated tasks to help students of all abilities. Other figures to blame in the lesson debate include Adolf Eichmann, the organiser of the transportation of the Jews as well as the German public, train drivers, Camp Commandants or foreign governments who failed to respond. Students have to prioritise their responsibility list in the plenary. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson focuses on the threat posed by Mary, Queen of Scots through her activity and inactivity under the close guard and ‘protection’ of Elizabeth I. Students are taken through Mary, Queen of Scot’s life from the controversy of her husbands in Scotland to her imprisonment in England by Elizabeth. Through sources, visual and video evidence, they have conclude how much of a threat Mary posed to Elizabeth using a colour coding activity which includes of all the plots associated with Mary, Queen of Scots including the infamous Babington Plot. A threat’o’meter gets the students to make an overall judgement and justify their conclusions. They also learn about her execution and answer a GCSE practice question on the significance of her execution on Elizabethan England. 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 Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand how Public Health reached a crisis point and why the Government was finally persuaded to make Public Health its priority from its previous laissez-faire stance… Students will learn about 5 key figures (Chadwick, Snow, Bazalgette, Booth and Rowntree) and their attempts to change the health of the nation, from tackling cholera, miasmas and sewage, to the passing of Public Health Acts. Moreover, students will evaluate why attitudes changed and how the Government realised a healthier workforce was needed to compete with challenges to the Empire from abroad. Each of the five individuals are analysed and their work scrutinised to judge how effective their recommendations or improvements were, culminating in a decision as to who made the most significant contribution to Public Health. The lesson includes worksheets for all the individuals, GCSE practice questions on factors and source analysis, quizzes and video links throughout. There are also plenaries for each individual to check understanding and recap on their contribution to Public Health. This lesson is fully resourced and can be delivered over two-three lessons. 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 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.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The aim of this lesson is to determine why the Essex rebellion (Robert Devereux) 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.

AQA GCSE Conflict and Tension 1918-1939 This lesson analyses the reasons for Hitler and Stalin signing the Nazi-Soviet Pact (Molotov - Ribbentrop Pact) and how and why Britain and France were rebuffed by Stalin. Students have the chance to understand the background to their decision and how Stalin had finally had enough of the Allies foreign policy aims towards Hitler. They do this through using some differentiated resources, including video footage, some higher order questioning as well as evaluating some key sources from the time. Towards the end of the lesson, students are required to recognise the short and long term consequences of the pact and have the chance to answer a 16 mark GCSE practice question, with some help if required. The plenary focuses on a literacy task using the key words used in the lesson. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to evaluate the significance of Nazi persecution in the 1930’s - the Nuremberg Laws and Kristallnacht The Nuremberg Laws of 1935 and Kristallnacht in 1938 are two significant events which can sometimes be overlooked when students write about Nazi policies towards Jewish people in Germany, as they tend focus on the events after 1939 only. What were the Nuremberg Laws, why were they introduced and in which order did policies towards the Jews change after these laws were introduced? Moreover, was Kristallnacht a spontaneous or well planned atrocity led by the Nazis? Students are given evidence from which to make an informed decision which they must justify. A car number plate activity further assesses their understanding before the students plan an examination question for some GCSE exam practice. There are some great video links to help the learning as well. 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 Germany 1890-1945: Democracy and Dictatorship This lesson aims to evaluate how successful Hitler was in consolidating his power after becoming Chancellor. As Hitler contrived to win more votes, a succession of events throughout 1933 and 1934 helped him achieve dictatorial powers. Students therefore have to rate how much power in their opinion he gained from each event (such as the use of Article 48 and the Enabling Act), colour coding the power indicators after each. Then they plot these events on a living graph, thus mapping out this process, also having to decide the legality or illegality of these events of intimidation and communist scapegoating. Alternatively they are given a timeline in which they analyse each event and decide the positives and negatives of each of them and whether these contributed to an increase or decrease in his power. 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 Germany 1890-1945: Democracy and Dictatorship ** The aim of this lesson is to examine the role of the Churches in Nazi Germany and to decide how much control Hitler exerted over them. The lesson starts by studying Christianity in Germany and explains why there was a conflict of interest with the State. Nazi policies to both the Catholic and Protestant Churches are analysed as students have to interpret the threats they both posed to Hitler who wanted to control them. Furthermore students have to distinguish the differences between the Christian Churches and the new Nazi Reich Church. There are some excellent links to video footage which explain why there was such a lack of opposition and a united front from the Churches, despite such fortitude and resolve from Cardinal Galen and Martin Niemoller. A thinking quilt poses some enquiry and GCSE questions, which students have to answer by linking specific key words to them. 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 relation 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 Suffragettes The aim of this lesson is to analyse previous perceptions of women and their role at home and in the family (the Angel on the House). Students scrutinise how women were treated in Victorian Britain with discrimination from society as well as the law and give their own analysis and judgements using sources from the time. They can do this through discussion or through an extended writing task, with help given if required. There are examples of how women were treated and a case study of a wife in an abusive marriage. The lesson includes written sources and video evidence. The plenary requires the students to show their new knowledge and comprehension of life for women at the time. 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.

Middle Ages This lesson aims to find out if the negative reputation of King John being nasty is a fair one. To do this, students begin by evaluating a number of historical interpretations from statues, Disney cartoons, portraits, a Horrible Histories interpretation as well using a number of sources of King John. These are then analysed and quested using a grid sheet to decide their final judgement if King John really was a ‘meanie’. The plenary uses a summarising pyramid to test and challenge their knowledge and understanding. Students will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. 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

The British Empire This lesson has been designed to look at specific countries which were part of the British Empire. Claimed by Captain James Cook in 1768, students study how and why the British used Australia as a penal colony. Using a real life example of a young boy sent there for petty crimes, students analyse his and others stories from the start of the voyage through to life in the colony. They track and ultimately decide the worst aspects for the convicts. There is lots of video footage to consolidate understanding and the plenary evaluates the conditions and lives led by the convicts The lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

Edexcel Superpower Relations and the Cold War, 1941-91 This lesson focuses on the Conferences at Tehran, Yalta and Potsdam and aims to evaluate their impact on East-West relations. Students are required to decide who said what in a retrieval practice activity at first, before analysing the Conferences and evaluating what was agreed, bearing in mind a change of leadership in Britain and America between Tehran and Potsdam had a considerable influence on the outcomes for each. The plenary sums up their knowledge through numbers. Finally some GCSE question practice gives the students some strong and average model answers which they have to distinguish between and be able to explain why referring to the exam board markscheme. 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 materials and GCSE question practice. It also comes in PowerPoint format if there is a wish to adapt and change.

The French Revolution The aim of this lesson is to assess the personalities and characters of King Louis and Marie Antoinette and how these contributed to the French Revolution. Students are required to build up a picture of the French monarchy using some source scholarship and written accounts from the time. This will enable them to decide and explain the most important reasons why they became so unpopular with the French population. Furthermore, they will be required to chart a popularity rating for each of them and justify their choices, using some extended writing techniques. The plenary uses a summarising pyramid to evaluate and condense what they have learnt in the lesson. The lesson comes with retrieval practice activities, 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. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

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.