AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is analyse the rise of the Duke of Northumberland to power. Students are given a timeline of Northumberland’s life and the significant events in his rule during Edward’s reign. They can also complete some source scholarship with views from various historians summarising his governorship. Students also complete a multi-choice quiz on the succession as Northumberland looked to install Lady Jane Gray on the throne and learn the consequences of his political naivety. Points are awarded to give a competitive edge and find out who has clear political acumen in the group. The plenary compares the Dukes of Somerset and Northumberland and what their major differences were. 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.

Middle Ages The aim of this lesson is to decide what makes a successful Medieval Monarch. Students are asked for their ideas before being given the criteria for a successful medieval monarch (such as leaving an heir and not being murdered!) The main part of the lesson requires students to conduct an investigation into three monarchs and decide how successful each of them were using a table to chart their success. When they have made their judgements, they complete an extended writing task, with scaffolding and help given if required. The plenary gives twelve answers, to which students have to work out the questions 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 Tudors: England 1485-1603 The aim of this lesson is to evaluate the threat the Puritans posed to Elizabeth… The lesson begins with a definition and how the Puritans were becoming a problem for Elizabeth. Four areas of Puritanism are analysed (from Parliament, local reform movements, the Church from within and separatism) from which the students are able to tackle an exam question, with help and prompts given if required, including a detailed markscheme. The plenary requires the students to discuss and rate how much the threat of Puritanism declined under Elizabeth and the possible reasons for this. 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 ascertain how smoothly Elizabeth consolidated her power on her succession to the throne. Students use source and documentary evidence to argue how Elizabeth used her coronation so effectively and think how Cecil might advise the Queen from the outset. There is a true and false activity as well as some source scholarship to consolidate the learning in the lesson. Students also have to think why a proposed marriage to Philip II of Spain might have its merits. 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 aim of this lesson is to gauge the weaknesses of Papen’s Government in the prelude to Hitler becoming Chancellor. Students begin by referring back to Bruning’s Government and the reasons for its collapse. They then have to decide the options open to Papen in forming a new Government and are given various scenarios to consider. A case study is also given for Papen’s actions in Prussia and his abuse of his constitutional power. This will help the students complete some exam question practice at the end of the lesson. Some help with structure and a model answer have been included if required. They will also be required to analyse the election results in 1932 and their wider implications for the country. Some clear questioning is used to steer the students to look for trends, implications and significance. The plenary task consolidates the learning of the lesson with putting questions to the answers given. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 This lesson questions to what extent the Nazis achieved their aims in relation to young people. The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft. Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany. The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims. A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings. Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson to evaluate the success of Nazi policies towards its workers in creating a volksgemeinschaft. Students are introduced to the DAF and its leader Robert Ley. They analyse its aims and policies in encouraging workers to increase production. They are then given a number of statements which they will RAG rate (Red, Amber, Green) which will enable them to evaluate the successes or failings of the organisation. They also learn about the Strength Through Joy programme and again have to analyse its strengths and weaknesses. Some source analysis and skills at the end of the lesson will prepare the students for some source exam practice with help and guidance given if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the systematic persecution of minority groups in German society. Whilst the Nazis aimed to create a unified and homogeneous national community by promoting a sense of collective identity among “racially pure” Germans, students will find that this idea was based on the exclusion of those deemed “racially inferior” or politically undesirable. Students are introduced to the theory of eugenics and the significance of this theory when applied to this persecution. Students learn about the policies towards different minorities including Roma and Sinti peoples, disabled, homosexuals, religious groups and the Euthanasia programme set up in Berlin. There are tasks to complete throughout including prioritisation exercises, key questions and source analysis. The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a focused markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It 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 growing discrimination and persecution of Jewish people in Nazi Germany between 1933-7. Students begin by evaluating some Nazi propaganda posters and a source from an eye witness account to gain an understanding of the changing Nazi policy towards Jewish people. They will also learn about the different laws and measures introduced and how these impacted upon the Jewish community living in Germany. There is also a focus on the Nuremberg Laws and their impending impact. I have also included who was classed as a Jewish person in Germany and how this applied through their ancestry, rather than heritage. There is some exam practice to be completed at the end, with a focused markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

The aim of this lesson is to question whether Hitler’s invasion of the Soviet Union was doomed from the start during the Second World War. The invasion is a fascinating piece of history to study. Why, when one of the greatest ever military commanders Napoleon failed, did Hitler think he could succeed? Students are posed this question and using a causal spider diagram link the reasons why invading the Soviet Union could create many problems and challenges to the Nazis. The confidence of Hitler and his Generals can be seen when analysing sources about the Nazi-Soviet Pact which clearly show Hitler believed he held the upper hand. However no study of the invasion would be complete without looking at the Battle of Stalingrad and using video footage to show the plight of all those involved. There is a choice of two differentiated tasks; in both students decide the most important reasons for the failure and final defeat of the Wehrmacht as they categorise the reasons for this. A literacy plenary asks the students to define some of 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 throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson explores the significance of the Buffalo to the Plains Indians way of life. Students learn about how survival depended on the Buffalo for everything as they analyse which parts of the Buffalo are used for what and how each part had a significance. They can map this out on a printable worksheet. There is an excellent video link to Ray Mears and his brilliant American West series. The final part of the lesson introduces the students to the ‘importance’ question and some tips on how to tackle it for GCSE exam question practice. Some answers for peer assessment are given if required. The plenary requires students to answer questions to reveal a catchphrase from the lesson. The resource is differentiated and gives suggested teaching strategies. Some sentence starters for retrieval practice are also included. It comes in PowerPoint format which can be amended and changed to suit.

The aim of this lesson is to question whether countries should accept refugees in times of war, with a focus on the Second World War. The start of the lesson examines who refugees are and why they may have to leave their country of origin in times of war. A modern day example of Syrian Refugees coming to Britain is used. Students are then questioned about how the Governments of the World, including Britain, reacted to refugees with their worries and quotas put in place. A case study of the Kindertransport is used with the story of one such Jewish refugee. Students will decide how this refugee might have felt with examples using the text. There is also a statistical challenge and a true and false plenary quiz aimed at correcting some misconceptions. Finally some excellent video footage is used to accompany 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 retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change

Edexcel Superpower Relations and the Cold War, 1941-91 This lesson focuses on the Satellite States created by the Soviet Union. Students will be encouraged to question how far these states were willing participants in communism and happy to be part of a Union of Soviet Socialist Republics. There is some source analysis as well as differentiated questioning to help them unpick the events which followed the fall of Berlin in 1945. Furthermore they will evaluate how each eastern country fell into line with the Soviet Union and plot if it was through intimidation and threats and how much they resisted this control. The plenary asks the students to think outside the box and link particular events to key images. The final part of the lesson is some GCSE question practice on the ‘narrative account’ with some help given and a markscheme 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 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 This lesson aims to explore the reasons why the Soviet Union invaded Afghanistan and the effect it had on Détente and international relations. Students are given a quick Geography lesson before deciphering some text mapping to work out the events leading up to the Soviet invasion of Afghanistan. They are also required to complete some questions relating to the Carter Doctrine as a consequence of the invasion. There is a colour coding activity to complete on the impact of the invasion as well as a true or false quiz on the deterioration of international relations. The plenary uses statistics to get the students thinking about the human as well as the financial cost of the war. There is some GCSE question practice to complete, with help given and a student friendly markscheme 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 aim of this lesson is to assess the importance of Gorbachev’s new thinking and evaluate the consequences of his new policies with the collapse of Soviet control in Eastern Europe Therefore this lesson is divided into two parts and can be delivered over two lessons. The first part of the lesson analyses Gorbachev’s problems when he became the leader of the Soviet Union. Students will analyse sources and decide on the biggest problems he faced before prioritising these in an evaluation task. The second part of the lesson requires the students to undertake a quiz, picking up points on the way with the right decisions made, as Eastern European satellite states began to increase their freedoms and break away from the Soviet Union. Students can write an extended answer from what they have learnt with literacy help given. A GCSE practice question on the importance of Gorbachev’s policies can be completed after a colour coding plenary task to summarise Gorbachev’s premiership. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge the threat Ireland posed to Henry and evaluate how much control he exerted over it in his reign. Students are reintroduced to Henry’s foreign policy aims and have to decide which one might be applied to Ireland. This will be revisited at the end of the lesson. They are also given information on Henry’s policies towards Ireland and by using a colour coding activity, assess how much in control he actually was. Students are also introduced to Poyning’s Law and the views of two renowned historians to help them justify their conclusions. The plenary revisits Henry’s aims and students have to justify which aim is his main priority with Ireland and why. There is also some extract exam question practice, complete with scaffolding and a generic markscheme if required. There is an enquiry question posed and revisited 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 why Wolsey fell from grace. Students begin by analysing evidence that suggests Wolsey was England’s second king, complete with his domestic and foreign policies. They then have to make up their minds and decide which key event(s) led to his downfall in an mini extended writing task, with argument words to help them construct their answers. The plenary uses a flashcard with judgements made on Wolsey from which they are required to agree or challenge. Students have the chance to undertake some exam question practice, complete with writing frame and markscheme 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 judge how significant the role played by Thomas Cromwell was in the break with Rome. Students recap on the weaknesses of the Catholic Church on the eve of the Reformation and how Henry was being influenced by numerous Humanist writers as well as his new Chief Minister. There is some source scholarship to complete on Cromwell to emphasise the part he played, as well as some focused reading to ascertain if he was just a master planner for Henry or a devious master manipulator. They are given a print out of the Reformation Parliament containing all the Acts passed between 1529-34. There is also a distinction made between statute law and canon law. There is some exam practice to complete on the role of Cromwell in the break with Rome, complete with a model answer to scrutinise and a detailed markscheme. 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 impact of humanism and the arts on Henry VIII. At first glance and with a title in some literature of Henry as ‘the Renaissance Prince’, it would be easy to assume he fully embraced humanism and all the new ideas from Italy, However, an in depth analysis from this lesson will bring this view into question. Students begin with a reminder and recap of the Renaissance and the humanist influencers of Erasmus, Colet and More. There are some excellent podcast and video links to further enhance student understanding of their ideas and beliefs. Students are then required to justify the view that Henry fully embraced humanist ideas with a focus on education, paintings, tapestries and music. This can be then tackled in some exam question practice, with help given and a markscheme supplied. The plenary requires the completion of some multiple choice questions to check learning from 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.