Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show how fighting in the trenches led to terrible injuries, infection and problems in treated the wounded. Students judge which medical conditions were the worst and rate them according to their severity. Case studies include trench foot and shellshock with an excellent BBC link to treating infection on the battlefield. They also learn the difficulties of transporting the wounded and which facilities were available for this at the beginning of 1914 and how this changed over time. Activities include recall and retrieval, evaluation and judgement, discussion and debate, a thinking quilt linking ideas together, as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson explores the role of the Chief in Plains Indian society, with his different qualities and duties to perform. Students learn as each tribe could have many chiefs, this led to confusion and distrust amongst the US Government Officials who struggled to come to terms with their customs and traditions. Famous Chiefs such as Sitting Bull are analysed as well as the role of a council. Students will also evaluate the role of warrior brotherhoods and women in Plains Indian society. Students are also questioned on how the Plains Indians way of life might change if the US Government struggled to develop relationship with them due to the tribes having many Chiefs. The resource is differentiated and gives suggested teaching strategies. Some key word retrieval practice is also included. It 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 British Empire The aim of this lesson to investigate the causes and consequences of the Boer War (1899-1902) for the British Empire and the character of Lord Horatio Kitchener, appointed Commander of the British Army in South Africa. Students are required to analyse and make judgements on his character by deciding how heroic he was, before, during and after the war by rating each of his actions. They are soon shocked to find his underhand tactics of trying to win the Boer War through initial incompetence to devastating ruthlessness as the war progressed with his scorched earth policy and the setting up of concentration camps. They also learn how the war impacted upon the Government at the time, culminating in the Liberal Reforms and evaluate how these measures helped improve public health which left a lasting legacy on Britain. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials 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 lessons are fully adaptable in PowerPoint format and can be changed to suit.

The aim of the lesson is to question whether the America was justified in dropping two atomic bombs on Hiroshima and Nagasaki in Japan in 1945 to end World War II. Students will give their initial thoughts and reasons why before evidence is presented before them. Various modern interpretations suggest that Japan was about to unconditionally surrender and therefore the use of the atomic bomb was unnecessary. Therefore students are given the context of the war in the Pacific with four scary facts - the Japanese refusal to surrender in battle, the treatment of prisoners of war, the role of Kamikaze pilots and the end of the war in Europe in April 1945. There are some fabulous video links and visual images to analyse. The final task requires students to categorise information into reasons why America decided to use its lethal weapons, including a show of power to Stalin and the Soviet Union. The plenary uses a true or false quiz to check recall and understanding. 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 aim of this lesson is to analyse the reasons behind Hitler’s invasion of Poland starting the Second World War and to evaluate if his actions were justified. Within this lesson, students learn about Blitzkrieg, making comparisons with the static and attritional First World War and understanding how the German Army had learnt from their previous mistakes. Students have to also complete a thinking quilt to test their comprehension and literacy skills as it requires them to explain and justify these initial German successes in 1939 and 1940. The plenary finally asks the students to predict what is about to happen in the future through conjecture and formulation their opinions using the information from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to explore how and why the D-Day landings were a success during the Second World War. Students are given the details about the Atlantic Wall and learn how Hitler’s attempts to design and build it ultimately led to its flaws and weakness in repelling the Allied forces in June 1944. Furthermore, students have to decide which landing site would be more advantageous to the Allies, the port of Calais or the beaches of Normandy. They also analyse the various ingenious inventions of the Allies from the Mulberry Harbours to the underwater PLUTO pipeline. There are some excellent visual sources to accompany the lesson and well as video footage from the BBC. 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 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 British Empire The aims of the lesson are to decide who were the main beneficiaries of British rule in India. The opening slides introduce the views of modern historians to those at the time such as Cecil Rhodes, with a video link setting the scene for British rule in India and a thinking quilt to challenge students. Throughout, students are encouraged to gather and analyse the evidence to make their own judgements and conclusions. There are some beneficial aspects to British rule shown such as the building of railways, the provision of education and the introduction of law and order in the country. A focus on Mumbai’s railway station facade and its network cites the legacy of Empire as well. But at the same time a lack of sympathy for traditional customs and religious beliefs, an inadequacy of Indian officials in Government and the promotion of British wealth and power above all else will give students a lot of conflictory evidence. In the plenary, students will rate how beneficial an Empress Queen Victoria actually was for bringing India under direct British control. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials 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 lessons are fully adaptable in PowerPoint format and can be changed to suit.

World War II The aim of the lesson is to question if it is right to help your enemy. Once the students decide what a collaborator is and the punishments involved, they have to make a judgement if they agree with collaborating in times of war or not. Their opinions are challenged throughout the lesson. They analyse the reasons for collaboration and complete a thinking quilt which challenges their literacy and evaluation skills. There are some brilliant sources to accompany the lesson, including visual images from the time as well as a case study of Chaim Rumkowski who helped the Nazis believing it was the key to Jewish survival in the ghettoes. The plenary is a retrieval practice activity deciding which is the odd one out. 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 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

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: The slides cover the following words and their definitions: Anglo-Saxons, allegiance, authority, cause, chainmail, change, Christianity, conqueror, consequence, continuity, defence, economic, features, feigned retreat, Fyrd, hierarchy, Housecarl, invasion, knights, landscape, medieval, Normans, oath, pagan, political, rebellion, religion, siege, society, victorious. The slides come in PowerPoint format so they are easy to change and adapt.

The British Empire The aim of the lesson is to assess the importance of apartheid in South Africa both politically and economically. The lesson begins by giving the context of South Africa being part of the British Empire and it move toward independence and the introduction of apartheid. Students have a quiz to complete as well as source scholarship on its introduction in 1948. They also evaluate the restrictions it imposed on the non white population of South Africa, where they are required to give their opinions on it as well as the significance at the time, overtime and nowadays. The lesson also focuses on the impact of the ANC and Nelson Mandela’s contribution to a modern South Africa and the part he played in ending apartheid. There are some excellent video links to his life and work as well as the Soweto uprising of 1976. The lesson concludes with a diamond nine activity to prioritise the main reasons why apartheid came to an end. The lesson comes with suggested teaching and learning strategies and are 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.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Cat and Mouse Act, conciliation, constitution, discrimination, Emmeline Pankhurst, equality, Emily Davison, enfranchise, Epsom Derby, Force feeding, franchise, hunger strikes, Married Women’s Property Act, Matrimonial Causes Act, legislation, militant, Nancy Astor, patriarchal society, petition, propaganda, subordinate, suffrage, suffragette, suffragist, W.S.P.U., World War 1. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: abolition, American Civil War, auction, slave, branding, captive, emancipate, flux, Guinea coast, Harriet Tubman, Indentured servants, lynching, manumission, Middle Passage, plantation, profit, repatriation, resistance, shackles, sharecropper, slave colony, tight pack, Triangular trade, Thomas Clarkson, trans-Atlantic, underground railroad, William Wilberforce. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Cavalier. Commonwealth, confess, controversial, civil war, defence, ducking stool, Divine Right, evidence, interregnum, Matthew Hopkins, negotiate, New Model Army, Oliver Cromwell, Puritan, Republic, resonant, Restoration, Roundhead, Rump Parliament, scaffold, scold, ship money, Stuarts, treason, trial, tyrant, witch. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students, such as the Cold War. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Agent Orange, Arms Race, Bay of Pigs, Berlin Airlift, Berlin Wall, Cold War, communism, containment, Cuba, Cuban Missile Crisis, East and West Germany, exclusion zone, Fidel Castro, ideology, iron curtain, Marshall Plan, McCarthyism, NATO, Nikita Khrushchev, President Kennedy, red scare, soviet bloc, Soviet Union, Superpower, trade embargo, Truman Doctrine, U2, Warsaw Pact, zones of occupation The slides come in PowerPoint format so they are easy to print, change and adapt.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the problems for Ebert in the very early stages if the Weimar Republic. Students begin at first by assessing the value of a speech given by Philip Scheidemann. This is an introduction to the source based question and using a COP technique, with help given if required. They are then introduced to Friedrich Ebert and have to prioritise the biggest problems he faced as leader. Students are also introduced to the Ebert-Groener Pact. They are then given numerous scenarios of which they have to decide why he needed the help of the army and justify their choices. Finally students have to decide which events posed a threat from the left or right wing. This culminates in the Spartacist rising from which they answer questions and predict the consequences for the Republic. The plenary is a true or false task on the elections to the constituent Assembly. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to examine the terms of the Treaty of Versailles and assess the German reaction to it. Students begin by completing a missing word task to gauge the German ‘acceptance’ of the Armistice. They learn about Wilson’s 14 points and in groups put themselves into the shoes of the Big Three to decide how to punish Germany, with prompts given for help. Students also examine and analyse the terms of the Treaty and decide where German pride, economic and military power were challenged. They then have to determine how justified German complaints were against the Treaty and whether they were being too unrealistic. This is followed up by some exam question practice, complete with a detailed markscheme. The plenary asks them to think of answers for because, but and so questions to challenge thinking. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is twofold: to introduce the A Level course and its requirements and then to assess the strengths of Germany before 1914. The course requirements are outlined to the students and how it will be assessed through the two examination components of source analysis and essay writing. The second part of the lesson analyses the three Reich’s in Germany and how it was governed from 1871. A colour coding activity on Germany unification, questions on the impact of World War I on Germany and its political structure under the Kaiser will allow students to evaluate the strengths and weaknesses of Germany in 1914. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to understand the political vacuum left in Germany after the abdication of the Kaiser and the political consequences for Germany. Students begin with a definition task using some key words and phrases linked to the Treaty. They are then introduced to the political machinations of Ludendorff and the implications of the Peace Note. A chronological and multiple choice task as well as a ‘Am I a robot?’ exercise allow students to grasp the consequences of the abdication of the Kaiser and analyse the political parties vying for ascendancy in the Republic. Some exam question practice completes the lesson using sources, with a model answer given if required. 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.