AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson focuses on the difficult topics of proportional representation, Article 48 and the new Weimar constitution. The lesson centres around how the Weimar Government was formed out of the chaos of the end of World War 1 and how the politicians decided to meet in the quieter town of Weimar. Setting up a new constitution was the first step toward democracy but as the students find out through second order concept skills there were many similarities as well as differences to that of the Kaiser’s government. Included in the lesson are a number of diagrams and information sheets for group work, an AFL sheet and links to the main GCSE question asked on the first slide. The students are introduced to the GCSE question on political and economic problems that the Weimar Government faced but this question spans a number of lessons before they can attempt it. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson focuses on Weltpolitik (German foreign policy) and the dangers for the Kaiser faced with increasing industrialisation in the country and his pursuit of creating an Empire abroad so that ‘Germany could have its place in the sun’. Included in the lesson are a number of sources and charts, links to videos and information on increasing militarism for the students to analyse and evaluate to decide the strength of Germany under the Kaiser and its weakenesses. Some GCSE exam question practice is included with help given to answer them 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, 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 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.

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 GCSE Britain: Health and the People, c1000 to present The aim of this lesson is to judge the contribution and impact Florence Nightingale made to medicine. Did Florence Nightingale singly handedly improve hospitals and nursing or were improvements afoot before she went to help in the Crimean War? This is the driving question students will have in mind as they evaluate the reputation of women, nurses and hospitals before the Crimean War. Students will also analyse the story of Florence Nightingale and decide which factors helped each part of her story – thus recognising and understanding how to link different factors to one individual. The lesson thus includes a GCSE practice question, a fabulous video link and literacy challenges throughout. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Britain: Health and the People, c.1000 to present This lesson focuses on the power of the Christian Church over medieval society and medicine and why Christian beliefs focused on helping the sick. Students explore the different types of healthcare on offer from the Christian Church in the Middle Ages including hospitals and learn why care not cure was the priority. They are required to analyse sources, reconstruct sentences and complete a key word summary question sheet to challenge their understanding. They are finally asked to fill in an efficiency rating of the Christian Church and then predict its potential (as with a house energy efficiency rating). The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Britain: Health and the People c1000 to present The aims of this lesson are threefold; for students to recognise the introduction of sulphonamides and how the first magic bullets were discovered, analyse the growth of the pharmaceutical industry and evaluate the difficulties of eradicating the new superbugs which are resistant to antibiotics and alternative medicines. The first task for students is to analyse the work of Paul Ehrlich and Gerhard Domagk in their quest to cure diseases such as syphilis, malaria and blood poisoning. Students then have to judge how significant their work was and justify this in a grid (from not a all, partially, moderately, substantially and significantly) The second task evaluates the work of the Pharmaceuticals such as Wellcome, KlaxoSmithKline and Pfizer, the positive work they do into researching new medicines but also looking at the negatives as well, such as the drug Thalidomide. The final part of the lesson requires students to analyse how and why there are diseases resistant to antibiotics using current research available from the NHS as well as reasons why people are turning in increasing numbers to alternative treatments and medicines such as acupuncture and homeopathy. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson aims to evaluate how successful Hitler was in consolidating his power after becoming Chancellor. As Hitler contrived to win more votes, a succession of events throughout 1933 and 1934 helped him achieve dictatorial powers. Students therefore have to rate how much power in their opinion he gained from each event (such as the use of Article 48 and the Enabling Act), colour coding the power indicators after each. Then they plot these events on a living graph, thus mapping out this process, also having to decide the legality or illegality of these events of intimidation and communist scapegoating. Alternatively they are given a timeline in which they analyse each event and decide the positives and negatives of each of them and whether these contributed to an increase or decrease in his power. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson aims to evaluate the effects the Wall Street Crash and the Great Depression had on Germany. The focus from the start is to make sure students understand and recognise the differences between this event and hyperinflation, which they too often mistake as the same. Students learn how the events unfolded in America and the impact these events (such as unemployment and poverty) had on peoples’ lives in Germany using video, visuals and a written account of someone who experienced the full effects in Germany. There is a GCSE exam practice question to complete with students boxing up their answers using the sources provided. A find and fix plenary will assess student understanding and test whether they have a grasp of the effects upon Germany. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Rise of the Dictators This lesson aims to challenge preconceptions and assumptions that Hitler was a monster from birth, determined to commit mass murder and genocide. Growing up with his parents, his schooling, his move to Vienna and his life as a soldier are scrutinised as students have many opportunities to make judgements which are ultimately challenged at the end. The lesson starts with finding out what the students know about Germany after the First World War and which statements Hitler could have said or supported during his life. The lesson includes a lot of visual evidence (such as Hitler’s propaganda posters) and well as video evidence of his life as a young boy. There is a differentiated research activity in which there is a chance for students to conduct their own independent investigations before reporting their final conclusions to the class. This lesson would also be ideal for a non specialist or as preparation for GCSE if you are embedding source skills, teaching the interwar years or World War 2 at Key Stage 4. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Middle Ages The aim of the lesson is to analyse the power struggles between Edward II and his barons. Students begin by discovering the problems of Edward II, which they will rate in order of seriousness (and will find they were mostly brought on by himself!). They then complete an extended writing task with key literacy words given to help them. Students will learn about the central character of the story, a leading nobleman named Roger Mortimer and complete a missing word activity to find out why and how he escaped his imprisonment in the Tower of London. They then have to rate how much power the King had, in the struggles with this leading nobleman and his own wife, Isabella. Some hinge questions and a literacy task complete the lesson. They continue to plot the power struggle between the king, the church, the barons and the people on a graph. In a sequence of lessons they answer the question – who ruled in medieval England? This lesson includes: Fun, engaging and challenging tasks Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the reasons for the increasing problems Elizabethan society underwent towards the end of the 16th Century. Students also have to evaluate the impact of these changes upon society as a whole, from a rising population, gentry class and continuing inflation. They will also question if there was a crisis in the aristocracy, a case put forward by renowned historians such as Hugh Trevor Roper, as he argues their decline of importance coincides with a rise in influence of the gentry class. Finally students will examine and decide if there were any differences in the patterns of trade in the Elizabethan era compared to previous Tudor times. Was England still dominated by agriculture and the cloth trade to Antwerp or were any changes happening to expand markets? 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 analyse the reasons why England went to war with Spain. A first part of the lesson is focused on Elizabeth’s policies in the Netherlands and how this antagonism finally led to war. The second part of the lesson analyses the reasons why the Spanish Armada failed. Whilst students appraise Philip’s plans for the invasion, they also have to make connections throughout its voyage as to why it was doomed from the start. Included is a significance activity to complete, where students rate how important each event is in relation to Philip’s decision to go to war. There is some exam practice to complete if required and a plenary which tests students’ ability to debate and counter argue. This is accompanied with 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.

The aim of this lesson is to assess the impact and legacy of the Roman Empire upon Britain. Students begin by deciphering some key words and then analyse a map of Roman Britain. They are given some context to the Romans in Britain as well as the reasons why they left. The main task is to research what the Romans left behind in Britain, from bathhouses, to villas, language, roads and towns. There are some excellent video links as well as some extended writing to complete if required. The plenary will check understanding with a multiple choice quiz. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCSE 9-1 Elizabethan England, 1568-1603 How did we establish ourselves as a world power in the 19th Century? Who were Sir Francis Drake, Sir John Hawkins and Sir Walter Raleigh and who deserves a place in the seafaring hall of fame? These questions and more are answered in this lesson as students analyse how new navigational techniques and the brilliance of these men established unbridled wealth and power for Elizabeth at a time of great danger with her excommunication from the Catholic Church. Students learn through source and video footage and a play your cards right activity how new trading companies sprung up such as the Muscovy, the East India and Levant companies opening up English markets to good such as spices, tea, porcelain and silk. A choice of two GCSE questions for exam practice are given at the end of the lesson where students can peer assess and understand how to answer the ‘importance’ question for 8 marks. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

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 aim of this lesson is to understand how the British Government prepared for World War II and if they were successful in doing so. The lesson begins by analysing a source and making inferences about the precautions to be taken in times of war. Furthermore students will also have to decide the Government’s priorities in the Second World War by making judgements as to whether they are low or high, from ideas such as rationing to aid raids or war work to conscription. They will then complete some research focusing on four areas: warning people of air attacks, the Homeguard, the use of gas masks and the blackout. Students will plot what the government did or didn’t do on a grid and then after analysing and processing the evidence, justify their conclusions using a colour coding evaluation table as well as completing an extended written task. The plenary requires students to answer differentiated questions to check their understanding. It 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the significance of the fall of the Berlin Wall and the impact upon Europe with the collapse of the Soviet Union. Students begin by recapping key facts about the Wall and how citizens of East Germany could travel to the west through Austria. They will learn how the fall and destruction of the wall came about an given significance ratings to ten consequences, which students can use to complete an extended writing task. There are some excellent video links to watch as well as images to decipher during the lesson. A GCSE question tackling the importance of the fall of the wall can be completed at the end of the lesson with help and a writing frame provided. 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.

The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of the religious settlement. Students begin by analysing the various intricacies of the Settlement, from the Royal Injunctions, the 39 Articles to the Acts of Supremacy and Uniformity. Using this information, they then have to decide which historian’s viewpoint appears the more accurate on the settlement and explain why. Moreover students have to discover which parts of the settlement are from Elizabeth’s own personal beliefs and which parts did she have to compromise on. There is some exam practice to complete if required with help and prompts given. 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 assess how much of a threat Catholicism posed to Elizabeth during her reign. The lesson begins with an analysis of the Northern Rebellion. Was it a direct consequence of the Religious Settlement or simply a Catholic uprising against Elizabeth? Further analysis focuses on the role played by seminary and Jesuits priests who came to England to spread the word of Catholicism and reconvert the masses; students have to decide if they had little influence or posed a direct threat to Elizabeth. Furthermore students judge how significant the measures put in place to tackle these threats were. Some exam practice is included with help given if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.