Migration Nation The aim of this lesson is to assess the significance of migration and its influence today. Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required. There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them. There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios. There is some extended writing to complete as well as links to video and images to consolidate understanding. 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, fully resourced and includes suggested teaching strategies.

AQA GCE A Level 1C, The Tudors: England, 1485–1603 I have produced this bundle of resources on The Tudors to help A level history students access the course and make the transition from GCSE to A Level smoothly. Henry VII: Students assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances. They will judge the significance of individuals, the economic development of trade and exploration, his limited aims in foreign policy, the consequences of his diplomacy, the role of religion and the development of the arts. Henry VIII: Students will assess his character and personality, the significance of individuals in his reign such as Cardinal Wolsey, Sir Thomas More and Thomas Cromwell as well as economic development, his aims in foreign policy and the political, social, economic and religious upheaval caused by his divorce and the break with Rome. Edward VI: Students will learn how cold and callous Edward could be, the significance of the Dukes of Somerset and Northumberland and how they tackled the problems of finance, the economy, law and order, religion and foreign policy. Finally they will about the key reformers and the new Evangelicals such as Archbishop Cranmer, Bishop John Fisher and John Hooper. Mary I: Students will evaluate the significance of her Government, the role of Parliament, her marriage to Philip II of Spain, the Counter Reformation, Marian martyrs and the economic situation she inherited. Elizabeth I: Students will learn about Religious Settlement of 1559, her character and aims and how Elizabeth’s Government worked on a local as well as national level. They will judge the significance of her foreign policy in relation to Catholic and Puritan threats at home and abroad as well as poverty with increasing inflation and poor harvests. Finally they will evaluate how much the arts, education, exploration and colonisation can be attributed to a Golden Age. All the 67 lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. The individual lessons can be found starting here: https://www.tes.com/teaching-resource/resource-12787897 If you purchase this bundle, then please email me for a copy of a free Revision Guide for this A Level course worth £10.99, which can be found here: https://www.tes.com/teaching-resource/resource-13150174

AQA GCE A Level 1C, The Tudors: England 1485-1603 This 59 page Revision Guide is broken down into 5 main sections: Henry VII, Henry VII, Edward VI, Mary I and Elizabeth I. This Revision Guide includes practice exam questions on both types and gives examples and tips on how to answer each. I have been inspired to write this Guide by my students after they had complained about the difficulty of accessing and understanding the content provided by other Revision Guides and resources, including the AQA Democracy and Nazism course too. The Guide is therefore clear, concise and content driven. It will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The information is also broken down into an easy to use format to aid the students. The Guide can be used for revision, interleaving, home learning as well as class teaching. This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both Word and PDF format. Any reviews on this resource would be much appreciated. This Guide also compliments the lessons I have put on TES for the delivery of the whole course. Please feel free to email me if you have any questions. My email address can be found by visiting my shop at TES: https://www.tes.com/teaching-resources/shop/PilgrimHistory

AQA GCE A Level 20 Democracy and Nazism: Germany 1918-45 I have produced this complete bundle of resources on Democracy and Nazism: Germany 1918-45 to help A Level students access the course and help them to gain a deeper understanding of Germany’s past through political, social, economic and cultural perspectives. There are 44 lessons which focus on the following content: Part 1, The Weimar Republic: Students will learn about the impact of war, political instability, the invasion of the Ruhr and hyperinflation. They will assess the issues facing Germany from 1924 and the role of individuals such as Stresemann and his impact on the Golden Age of Germany in his domestic and foreign policy. Part 2, Collapse of Democracy: Students will learn how the impact of the Wall Street Crash and the Depression, the appeal of Communism as well as Nazism, backstairs intrigue, Hitler’s appointment as Chancellor in 1933, his first Cabinet, the significance of the Reichstag Fire and how democracy ceased to exist as Nazis began to create a one party state. Part 3, Dictatorship: Students will learn about the impact of the Night of the Long Knives, the roles of the Gestapo and SS. the economic policies of the Four Year Plan, autarky and the impact upon workers of the DAF, Strength Through Joy and Beauty of Labour programmes. Finally students will study young people, women and the Churches. Part 4, Racial State and Impact of war: Students will learn about the development of anti-Semitic policies and the radicalisation of the state, the events of the Anschluss, Kristallnacht and the invasion of Poland. They will evaluate the effectiveness of propaganda, Albert Speer and the mobilisation of the German economy for armaments production. They will also assess the effectiveness of opposition and the policies of the ‘Final Solution’. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. If you purchase this bundle, then please email me for a copy of a free Revision Guide for this A Level course worth £10.99, which can be found here: https://www.tes.com/teaching-resource/resource-13120888 If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.

The Tudors: England 1485-1603 The aim of this lesson is to question what sort of a monarch Elizabeth promised to be. Students also have to decide the initial problems she needed to overcome and how she set about rectifying these to some degree. The obvious starting point with this, is to compare Elizabeth to her sister Mary. Students then to onto the people most influential in her early years and why. They have the chance to rate and debate each of them. A quiz will check their understanding of the aims of the lesson and a flashcard plenary requires them to categorise her early monarchy. There is some challenging homework included which enables students to support and challenge the validity of an interpretation on Elizabeth’s character. 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, fully resourced and includes suggested teaching strategies.

AQA GCE A Level 2O: Democracy and Nazism: Germany 1918-1945 This 49 page Revision Guide is broken down into two main sections: Weimar Germany 1914-1933 and the Nazi Dictatorship 1933-1945 This Revision Guide includes practice exam questions on both types and gives examples and tips on how to answer each. I have been inspired to write this Guide by my students after they had complained about the difficulty of accessing and understanding the content provided by other Revision Guides and resources. The Guide is therefore clear, concise and content driven. It will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The information is also broken down into an easy to use format to aid the students. The Guide can be used for revision, interleaving, home learning as well as class teaching. This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both Word and PDF format. Any reviews on this resource would be much appreciated. This Guide also compliments the lessons I have put on TES for the delivery of the whole course. Please feel free to email me if you have any questions. My email address can be found by visiting my shop at TES: https://www.tes.com/teaching-resources/shop/PilgrimHistory

Crime and Punishment The aim of this lesson is to introduce students to the concepts of crime and punishment in Britain today. They begin with a definition of crime and punishment and then have to decide the punishments to fit the eight crimes listed. There are some key questions to discuss as well as some infamous case studies to analyse and evaluate. Students will finish the lesson with some extended writing to complete and consolidate with a summary of their learning. 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is to analyse how and why attitudes towards punishment changed in the 18th and 19th Centuries with the development of ‘new’ crimes. Key questions are posed throughout the lesson. Why was there a shift from public to private punishments? Why was the prison system developed with a focus primarily on retribution and punishment? Why were there a change in attitude towards capital punishment and the desire to expand the police force? The first part of the lesson assesses the responses of governments to the crimes of highway robbery, poaching, smuggling, rioting, protesting and joining a Trade Union. Students plot the various crimes, giving explanations and reasons for the increase in crimes and how effective the government responses were to reduce it. There is a diamond nine activity and video link to help. The second part of the lesson plots the strengths and weaknesses of Government punishments such as transportation, the expansion of prisons and the police force. A thinking quilt at the end of this part of the lesson will check understanding and students can also complete some extended writing practice, with prompts and a markscheme provided. 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is assess the effectiveness of Tudor and Stuart punishments against the crimes committed in this era. Students have to plot the different crimes in this era from vagrancy, treason, heresy and witchcraft and how the punishments took on a brutality to an attempt to deter the crimes. There are key questions asked throughout the lesson and some source analysis of the gunpowder plotters, with prompts and help given if required. An odd one out plenary to finish will consolidate the 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is judge how effective the police were in investigating the Jack the Ripper murders. Students begin the lesson by analysing the reasons why poverty, unemployment and rising tensions in Whitechapel, London were the catalyst for high crime rates in the area. A thinking quilt will allow the students to learn some key issues affecting policing and which were the biggest problems facing the police in the 19th Century. Students will also judge how effective investigative techniques were at the time, without the use of modern technology now at the disposal of the police. Some causational equations will help students consolidate their learning at the end of the lesson, as well as some question practice. 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, fully resourced and includes suggested teaching strategies. Please note this lesson does not look into the details of the murders of Jack the Ripper or who he might have been.

Crime and Punishment The aim of this lesson is to judge to what extent have crimes changed in the 21st Century. Students begin the lesson by deciding which crime are new in the modern era (change) and which crimes have stayed the same (continuity). They then analyse some key details in various crimes in the modern era, from terrorism to smuggling, cybercrime, race crime and the use of Class A and B drugs. There are tasks to complete including a true or false quiz and video links to help. A mood board will hep consolidate the learning at the end of the lesson as well as some extended writing practice, with help and a suggested 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is to gauge how effective Roman punishments were against the crimes committed. The vastness of the Roman Empire and lack of a police force meant that punishments for crime were severe. But were these punishments effective and was everyone in Roman society treated equally? Students analyse the structure of Roman society and the significance of the Twelve Tables under Roman Law. They then have to link the different crimes committed to various categories listed under Roman law and which punishments were given out for the various crimes. There is some differentiated questioning to challenge students, with answers given to help. A ‘what if’ plenary challenges thinking as well as some extended writing practice at the end of the lesson to consolidate learning. 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman times. Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans . Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine. They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, the forest laws and so on). There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required. The plenary is a multiple choice quiz to consolidate the 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, fully resourced and includes suggested teaching strategies

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman times. Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans . Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine. They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, forest laws and so on). There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required. The plenary is a multiple choice quiz to consolidate the 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, fully resourced and includes suggested teaching strategies

Crime and Punishment The aim of this lesson is to ascertain how attitudes towards punishment have changed in the 21st Century. Students begin the lesson by deciding which punishments are new in the modern era (change) and which punishments have stayed the same (continuity). They then analyse how successful new preventative measures are being promoted through schemes such as neighbourhood watch and community policing. Students also investigate the different policing departments set up to tackle crime, such as Special Branch and the National Crime Agency. There is a chance to debate the morality of the death penalty and whether it should be brought back or not, with arguments given for both sides. The final focus is on the role of prisons in today’s society, never far away from the news headlines. A true or false quiz is also designed to challenge misconceptions and clarify current prison problems. Ultimately there is some recall practice on previous thinking about punishments through the ages, before students can tackle some key assessment question practice, with help and a markscheme provided 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is evaluate why the case of Derek Bentley can be classified as a miscarriage of justice. Students begin the lesson with the background of Derek, his early life growing up and his troubles at school. They are then given some source scholarship with tasks to complete. The details focus on the events of the night of 2nd November 1953, when Bentley was involved in the shooting of a policeman. Students use this information to decide if it was right to sentence him to death, despite not firing the shots which killed Constable Sidney Miles. Some key information of the case has been left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are then told about his severe learning difficulties and metal age.) Students also complete a diamond nine activity, rating in order of importance the impact and significance of the case. The lesson ends with some differentiated questions around the subject of the death penalty and a heart, head, bin, bag plenary to consolidate their learning. 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, fully resourced and includes suggested teaching strategies. This lesson is ideal as an introduction to Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students. The resource can also be used as a stand alone lesson to question the morality of the death penalty, which links to Citizenship, PHSE and Religious Education topics.

Crime and Punishment The aim of this lesson is evaluate why the case of Ruth Ellis can be classified as a miscarriage of justice. Students begin the lesson with the background of Ruth Ellis, her childhood experiences and growing up in London. They are then given some source scholarship to complete with some hinge questions posed to analyse the text. The details of the killing of her boyfriend David Blakely are then given; students use this to decide if it was right to sentence her to death, which was the law at the time and if she was guilty beyond question of the crime. Some select information of the case is left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are told that the verdict was given after only a day and a half.) Questions at the end are therefore raised about the fairness of the criminal justice system at the time, gender issues in sentencing, domestic abuse awareness and mental health considerations. 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, fully resourced and includes suggested teaching strategies. This lesson is ideal if you are teaching Crime and Punishment at GCSE or if you wish to add an interesting unit of work to engage and challenge the students. This lesson can also be used as a stand alone for subjects such as PHSE and Religious Education which question the morality of using the death penalty.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the reasons behind the radicalisation of the Nazi state. Students begin by noting the three main phases in the development of the Nazi regime. They learn about social Darwinism and how this played a role in the formation of the Volksgemeinschaft. There are some key questions posed about this and the policy of lebensraum. A 3-2-1 plenary at the end will check and consolidate learning of the racial state. There is some source exam question practice to finish, with help and tips and a detailed markscheme 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.