Superpower Relations and the Cold War, 1941-91 This lesson aims to define what the Cold War was about, the differences between Communism and Capitalism and how after 1945, both the Soviet Union and America went from allies to enemies. Students use a map and video footage to define what the Cold War was all about, with a writing frame supplied if required. Students also learn about the different political spectrums in the world at the time and use this knowledge to categorise them in a colour coding activity. They also had to analyse evidence of how mutual suspicions grew which they plot on a suspicion o’meter and justify their choices. The plenary uses a mood board to distinguish between the various ‘moods’ of leaders and soldiers from the time. The lesson is enquiry based with a key question posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes suggested teaching strategies and differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 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 aim of this lesson is to evaluate the significance of the Truman Doctrine and its implications for East-West relations. Students are asked to analyse two political cartoons of the time to establish how and why the new foreign policy of the USA was a direct challenge to the Soviet Union. There is help given if required. As well as studying the finer details of the Truman Doctrine, they also have to understand its consequences for Europe and write this up in a GCSE practice question. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE question practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 This lesson focuses on the financial aid given to Western Europe as part of the Marshall Plan. Students have to evaluate how significant it was in relation to the Truman Doctrine and how Stalin reacted this ‘dollar imperialism’. There are differentiated questions which explore why this aid was also offered to Eastern bloc countries, how America was able to offer such huge sums and who received a majority of the aid. There is some text to therefore analyse and use to make inferences. The plenary asks students a series of questions which recap the lesson and consolidate their learning from previous ones. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with a model answer 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 materials and GCSE exam 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 significance of the Hungarian uprising in the context of the Cold War Students will first learn about the leaders of Hungary and its importance as a country to the Soviet Union. There is a source activity to complete to analyse the various viewpoints of the time from ordinary Hungarians to Khrushchev himself. The main task is to take on the role of Khrushchev and make some vital key decisions with regard to the uprising. Students will pick up points to cement their totalitarian leadership qualities or waiver and act indecisively. Students will finally analyse the consequences of the uprising and make judgements and conclusions as to why the west failed to intervene. There is some GCSE question practice to complete at the end with help and prompts given if required. The final task is to complete a road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter. The lesson is enquiry based with a key question of how close was the world to a nuclear war 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 form 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 English Civil War The aim of this lesson is to understand why James lost his crown in the Glorious Revolution and how and why the lessons of his father were not learned. Students will define what they think a Glorious Revolution might be, before learning about the reign of James. They will have to judge how seriously Parliament saw him as a threat to the stability of the monarchy and how they could avoid turning the world upside down yet again. They also have to assess the impact of the Magna Carta on the Stuart dynasty as well as completing a thinking quilt, defining key terminology such as Whigs and Tories under James II. The plenary requires students to find and fix statements which will consolidate their learning 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 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 assess then impact of consequences of the Bay of Pigs invasion during the Cold War. Students begin by analysing Castro’s personality in a literacy task, with key word indicators to help. They then have to decide, or not as the case may be, as to whether it was crystal clear if Castro was leaning towards the USA or the Soviet Union. The main task is to find out what happened at the Bay of Pigs, using video evidence and then evaluate the consequences of the invasion in the development of Cold War relations. There is some GCSE exam practice to finish on the importance of the invasion with help and a scaffold included, as well as a model answer for reference. .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 re-evaluate the importance of Berlin in 1958 during the Cold War. Students recap on previous events of the Berlin Blockade and Airlift using some retrieval practice. They will also decide which statements fits the criteria of being on the West or East side of Berlin and therefore evaluate why they was a brain drain crisis for the Soviet Union. Students will also learn about the Berlin Ultimatum and with some GCSE question practice evaluate the consequences of this as well as the summits organised by both sides. The final task is to answer some differentiated questions focusing on the learning 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 this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the cause and effect of the building of the Berlin Wall during the Cold War. Students will first learn about why people such as Conrad Schuman were desperate to go to the West and how the Wall was built to prevent him and others crossing to the West of Berlin. There is some source analysis and a thinking quilt designed to challenge students on the social, political and economic impact of the Wall. A narrative abacus using images will set up the students to tackle a GCSE practice question on a narrative account, with prompts and help given if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to evaluate why the Superpowers attempted to improve relations in the 1970s and reduce their stockpiles of nuclear. Students will learn why the opportunity for détente presented itself, through source analysis and a challenge task. This will enable them to decide if the agreements made at the SALT 1 talks were either a positive move to world peace or had very little impact on it. They also have the opportunity to write an extended answer on the significance of these negotiations as well as practising a GCSE question. There are hints and prompts to help if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the importance of the Kennan and Novikov Telegrams. The context of the Telegrams is given at the start of the lesson, with students using video footage to explain the consequences if the atomic bomb was used. Students will also learn of the recommendations each of the foreign ministers proposed to their respective superiors and the importance of their advise. There is also a home learning challenge which the students can answer a key question and self assess themselves using a model answer. The plenary make use of an interactive connect four game, complete with differentiated questions. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE question practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Superpower relations and the Cold War, 1941-91 The aim of this lesson is to be able to give a narrative account of the Cuban Missile Crisis. Students may already know some of the details of this lesson from their learning at Key Stage 3. Students are given the context of the pictures taken from the U2 American spy plane and evaluate the significance of this find, studying the photographic sources and maps from the time. They then take on the role of President Kennedy and see if they can match the decisions he made, collecting points on the way. This leads nicely into the GCSE question practice of writing a narrative account of the events, making sure they link the events together coherently and in chronological order. The plenary focuses on analysing the consequences of the crisis for Soviet and American relations. 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 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 understand how the Soviet Union reacted to any deviation from Soviet policy and control in 1968-9. Students will learn how and why Dubcek introduced a series of reforms to give his people greater freedoms. Having analysed the reforms, students have to decide if they were social, political or economic and which problems were the greatest threat to the stability of Czechoslovakia in 1968. Students will also study Dubcek’s road map to peace and are asked some challenging questions using the information provided. The Soviet reaction is evaluated in a series of options for the students to choose and some differentiated source analysis. Finally, the impact of the Brezhnev doctrine is assessed for Czechoslovakia, relations between the satellite states, relations between the USA and the Soviet Union as well as the reputation of the USA internationally with their response to the crisis. 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.

The Norman Conquest The aim of this lesson is to challenge the overarching question as to whether the punishments fitted the crimes in the Middle Ages. There is a key focus on literacy throughout the lesson, as students are introduced to a number of key words which they have to fit into a missing word activity and well as using some differentiated story source scholarship to define certain key words using inference and analytical skills. This resource uses visuals to explain the punishments used in the Middle Ages as well as the causes of crime. There is also some excellent BBC video footage to accompany the lesson. Students will be required to complete an extended piece of writing, using the key words they have learnt from the lesson as well as having to justify and explain the key concepts of crime and punishment in an odd one out activity. This lesson is designed to be interactive, fun, challenging and engaging. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter 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.

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.

Rise of Dictators The aim of this lesson is for students to assess and judge the character and legacy of Stalin. The lesson begins by discovering what the students already know about Russia today or about Stalin. They will also analyse some video footage, complete a true or false quiz and then use this information to prioritise some significant facts about his early life. The main task will involve students evaluating how evil Stalin was, by giving him a rating out of 10 for a number of his policies during his rule of the Soviet Union. This can be followed up by an extended writing exercise, using prompts and key literacy words to help. A connect 4 interactive plenary activity will consolidate the learning of the lesson of Stalin’s life and his dictatorship of the Soviet Union. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and lessons 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.

Rise of Dictators The aim of this lesson is to assess whether Mussolini’s legacy can be compared to Julius Caesar. Did he match up to his accomplishments such as the Julian calendar, being a successful military leader, a consul of Rome as well as an Imperator. Students begin by explaining what they already know about Italy and its historical past. They also analyse the rule of Julius Caesar and what he achieved in his lifetime. They will then be given facts about Mussolini’s early life and use the information to make a judgement about him as a person, using key words and a writing framework if required. The main task will then involve them plotting Mussolini’s life on a graph taking into account his successes and failures. From this, they will then be able to evaluate if he indeed deserves to have a similar reputation and legacy to Caesar, whom he admired and attempted to emulate in his Fascist Dictatorship from 1922-43. There is some excellent video footage to accompany the lesson, together with challenging tasks culminating in a ‘what is the question task’ and an ‘odd one out’ activity. 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 some retrieval practice on Dictators, suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is for students to judge how much love there was for Mao Zedong in China. There is also some retrieval practice which can also be used to tie with the other Dictatorships of Hitler and Stalin. This lesson can be delivered over two as there is quite a lot of information given so that students will be able to make their own assumptions and judgements. The lesson begins with questioning what the students already or might know about China throughout its history. Students will learn about the background of communism in China and Mao’s rise to power, which they will answer key questions on. They will ultimately be required to evaluate Mao’s term in office and decide how much love there was for him amongst the Chinese population with his policies on industry, land reform, women, education and youth for example. There is also an extended writing task to complete for students to show off their new found knowledge. They are some key words and phrases to analyse such as the Long March, collectives, purge, anarchy, the ‘New Leap Forward’ as well as the ‘Cultural Revolution’. 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 includes retrieval practice, suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to decide if Idi Amin was either an idiot or just simply evil. Students learn about his early life with an absent father and a poor education, completing a missing word exercise, Thus their initial leanings of sympathy towards him may lead them to question the aims of the lesson. However they will soon have to analyse information of how he came to power and his subsequent rule of Uganda. By rating each episode of his life, this should be able to challenge their original assertions and begin to make valid judgements about him. Further video evidence will enable them to make an overall evaluation on his reign as Ugandan President. Being a heavyweight boxing champion of Uganda gives a nice link to a ‘boxing’ debate on his leadership qualities and personality. The debate also recaps on some key words used as with the plenary which requires them to complete a literacy race. 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.