Superpower Relations and the Cold War, 1941-91 This lesson aims to define what the Cold War was about, the differences between Communism and Capitalism and how after 1945, both the Soviet Union and America went from allies to enemies. Students use a map and video footage to define what the Cold War was all about, with a writing frame supplied if required. Students also learn about the different political spectrums in the world at the time and use this knowledge to categorise them in a colour coding activity. They also had to analyse evidence of how mutual suspicions grew which they plot on a suspicion o’meter and justify their choices. The plenary uses a mood board to distinguish between the various ‘moods’ of leaders and soldiers from the time. The lesson is enquiry based with a key question 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 suggested teaching strategies and 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 aim of this lesson is to evaluate the significance of the Truman Doctrine and its implications for East-West relations. Students are asked to analyse two political cartoons of the time to establish how and why the new foreign policy of the USA was a direct challenge to the Soviet Union. There is help given if required. As well as studying the finer details of the Truman Doctrine, they also have to understand its consequences for Europe and write this up in a GCSE practice question. 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.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the cause and effect of the building of the Berlin Wall during the Cold War. Students will first learn about why people such as Conrad Schuman were desperate to go to the West and how the Wall was built to prevent him and others crossing to the West of Berlin. There is some source analysis and a thinking quilt designed to challenge students on the social, political and economic impact of the Wall. A narrative abacus using images will set up the students to tackle a GCSE practice question on a narrative account, with prompts and help given if required. 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.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the importance of the Kennan and Novikov Telegrams. The context of the Telegrams is given at the start of the lesson, with students using video footage to explain the consequences if the atomic bomb was used. Students will also learn of the recommendations each of the foreign ministers proposed to their respective superiors and the importance of their advise. There is also a home learning challenge which the students can answer a key question and self assess themselves using a model answer. The plenary make use of an interactive connect four game, complete with differentiated questions. 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 understand the social position and place of the three classes or Estates in French society. Students are given information about all three Estates from which they have to categorise their privileges and duties, which they can present in a diagram or in written form. There is some source analysis as well as a brilliant video clip which highlights the class gap between the second and third Estates. They will also be required to explain how each Estate feels with their position in society and which taxes had to be paid as duties. The plenary gives numerous fictitious people from which the students have to identify the Estate they belong to and whether or not they would support the King. 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 is to assess whether Louis deserved to be executed Firstly, students have to put a number of events in chronological order leading up to the execution. This can be done wither as a verbal or card sort activity. They are also given a narrative account of Louis XVI’s last day, from which they have to compose a number of tweets, imagining how he might have felt at the time. There is some further source analysis and video links to help them with their learning. The main task is to turn the classroom into a mini courtroom. Students are given information either defending King Louis XVI or opposing him. They will then make choices and decide whether to defend or send him to the guillotine. There is a writing frame to accompany this task with argument words to help if required. The final task is to decide what happened to Louis’ body and why this was done. A find and fix plenary will consolidate their learning from the lesson, with answers provided. 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 is to judge how terrible the Reign of Terror was in France. The lesson begins with an chronological recap task of the events of 1789. Students are introduced to Maximilien Robespierre and using the information provided have to explain the context and introduction of the Reign of Terror. The main task is to rate how terrible some of the events were in the years 1793-5, by colour coding a ‘terror o meter’. For each event and explain why they have made these decisions. Using these judgements, they will then complete a thinking quilt on whether they think the Terror was justified or not. The ‘Are you a robot?’ plenary gets them to make links with the images all connected to the learning of 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is understand how Henry consolidated his power at the beginning of his reign. Students have to recall his previous problems before deciding how he would overcome these problems. They are then given the solutions to his problems which they categorise into short and long term problems as well as financial and political security and the succession. The plenary challenges student to think outside the box by linking key themes using the octagon to what they have learned in 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of Northumberland’s rule in comparison to rule of the Duke of Somerset. Students focus from the start on Somerset’s legacy and the dilemmas now facing Northumberland, such as finance, foreign policy, religion and vagrancy. They then have to predict what Northumberland will do at home and abroad before being given the information to allow them to make a judgement of how successful he was. Finally the lesson analyses of the Treaty of Boulogne and Somerset’s foreign policy. There is some exam question practice to complete at the end, using sources , with help, prompts and a markscheme is 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 the success of Mary’s marriage to Philip of Spain and the significance of the Wyatt rebellion. Students begin by deciding the pros and cons of marrying Philip and what Mary should consider before entering a union and alliance with a powerful Catholic ally. Furthermore they will be given details of the marriage and all its clauses and evaluate who benefited more from it both personally and politically. Students will also analyse the consequences of the marriage with the subsequent Wyatt rebellion and decide how significant and threatening it really was by plotting their thoughts on a grid. The plenary uses some differentiated questioning to check understanding and challenge their understanding in the wider context of the political situation at the time. There is an enquiry question posed at the start 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 assess the success or failure of Somerset’s domestic and foreign policies. From the beginning students learn about the financial crisis left by Henry VIII and how the Scottish war (including a case study of the Battle of Pinkie) meant that Somerset merely exacerbated rather than solved it. They then have to rate how ‘disastrous’ his foreign policy was in Scotland. They will also evaluate the significance of the Western and Norfolk rebellions by examining their causes, events and Somerset’s response to both of them. Students will then be required to judge his leadership skills. The plenary uses the octagon to discuss the learning from the lesson. There is some exam practice to complete if required, together with a planning sheet, markscheme and prompts to help the students. 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 question how effective the burning of heretics was in Mary’s reign to restore Catholicism. The lesson begins with some exam extract practice and then focuses on Cardinal Pole’s positive approach at first to gathering ‘the lost sheep’ back into the Catholic fold. Students learn the process of how a person was condemned to death in Marian England by burning at the stake and why the first executions encouraged large crowds to gather. Using some more ‘burning’ evidence, students have to evaluate how effective they were in Marian England, and be able to give both sides of the argument, including revisionist views from Dr Anna Whitelock. Students will finally have to analyse and decide where Protestantism and Catholicism was embedded around the country if at all and the significance of Foxe’s Book of Martyrs. 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.

Conflict and Tension 1918-1939 Despite its idealistic aims, the League did have some successes particularly with its Commissions. Although it is very easy to focus on its problems during the 1920’s, there is a clear theme in the GCSE exam to discuss the successes and well as the League’s failures. With differentiated worksheets and key information about the Commissions to evaluate, students will at the end of the lesson be able to give examples and evidence to show and discuss the successes. The plenary focuses on recalling their new found knowledge and introduces students to the idea of tackling the higher mark questions first, as in the exam. There is a differentiated homework research task included if required. 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.

Conflict and Tension 1918-1939 This lesson analyses the weaknesses of the League of Nations. Students recap on some of its successes at the start and link images and films to its performance in the 1920s. They then have to analyse and evaluate a list of sixteen statements and prioritise the reasons why it ultimately failed. They are also given some GCSE exam practice questions with advice on how to answer them correctly, complete with model answers and how to plan using key skills in the exam. 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.

Conflict and Tension 1918-1939 The aim of this lesson is to anaylse how Hitler united with Austria in 1938. Students will learn how Hitler fulfilled one of his aims of uniting Germans, the Volksdeutsche, by invading Austria. This time, Hitler has learned from his mistakes from the Dollfuss affair, but is now in a position of strength. Students have to decide how ruthless he is in his demands from the Austrian Prime Minister, Schuschnigg. Students complete a true or false quiz, before analysing video footage and undertaking a card sort activity to determine the causes of consequences of the invasion. This will enable the students to tackle the ‘write an account’ question. There is a retrieval grid to complete for 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 Students in this lesson piece together the events surrounding Hitler’s invasion of the Sudetenland and ultimately Czechoslovakia. They are required to question the wisdom of the policy of appeasement, but also analyse the reasons why Chamberlain pursued this policy and the strengths and weaknesses of this. The lesson is accompanied by a quiz in which points are accumulated for the correct answers, video footage and source material which enable students to answer a ‘how useful’ GCSE source question. They also have to put events in chronological order culminating in the Munich Agreement. They then have to rate these events in order of seriousness and judge which event(s) ultimately contributed to the causes of World War II. The plenary tests the students’ new knowledge from the lesson by analysing some odd one out statements. 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.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the problems Elizabeth faced in 1558 and evaluate if the decisions she took were right at the time. Students begin with some source analysis and decipher some contemporary opinions of Elizabeth. They also judge the biggest problems facing her reign at home and abroad, before linking the views people may have had at the time, from a prosperous farmer to a Marian exile or a town councillor. The final task is to predict which decisions Elizabeth made for finance, the succession, trade and the economy and choosing her Privy Councillors. 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.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the importance of marriage for Elizabeth. Students begin the lesson by recapping the importance of marriage for previous Tudor monarchs and the reasons for their choice of partner. They then decide who is Elizabeth’s best suitor and what benefits they might bring politically to England 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. . There are some key questions posed to the students as well as judging the relevance of some historians points of view, such as Doran, Haig and Jordan. Some source scholarship can be completed with a themed linked plenary. 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 how successful Elizabeth’s policy of plantation in Ireland really was. Students begin by plotting areas on a map of Ireland and are required to explain previous Tudor policy in Ireland with some prompts when needed. After being given the context to Ireland in 1558, they then analyse Elizabeth’s policy in Ireland and rate how effective each was, bearing in mind rebellions such as Shane and Hugh O’Neill. There is some exam extract analysis practice to complete if required, complete with markscheme. The plenary focuses on some interactive flashcards which recall the learning in 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the problems Stresemann faced as Chancellor. Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition. They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required. Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany. Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use. The plenary is an old favourite of head, heart, bin and bag. There is a 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.