I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Conflict and Tension 1918-1939
This is the final lesson in exploring the causes of World War II.
As Hitler invades Poland, students reflect upon the main reasons why Europe descended into war.
Students are required to colour code the main causes of World War II by linking them to five main categories.
They also have a chance to demonstrate their understanding by providing evidence and qualifying their judgements.
The final part of the lesson is geared towards preparing them for a GCSE assessment by analysing and tackling typical GCSE questions with 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 to show the progress of learning.
The resource includes suggested teaching strategies, some 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 analyse the problems Elizabeth faced in 1558 and evaluate if the decisions she took were right at the time.
Students begin with some source analysis and decipher some contemporary opinions of Elizabeth.
They also judge the biggest problems facing her reign at home and abroad, before linking the views people may have had at the time, from a prosperous farmer to a Marian exile or a town councillor.
The final task is to predict which decisions Elizabeth made for finance, the succession, trade and the economy and choosing her Privy Councillors.
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 GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to judge how rebellious the youth of the Weimar Republic really was.
Students are required to complete some source scholarship and evaluate a range of information to make up their minds before tackling an exam practice question.
They analyse how they were educated and the provision of schooling along class lines as well as there affinity to youth groups and youth gangs.
The plenary however challenges this negativity and gets students to think of positive aspects of youth culture.
Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and a generic markscheme.
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
This lesson questions to what extent the Nazis achieved their aims in relation to young people.
The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft.
Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany.
The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims.
A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings.
Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the use of Nazi terror in enabling Hitler to consolidate his power in 1933.
Students begin with some source scholarship using a primary source to describe the evening of 30th January.
The lesson is then split over six parts: i) Nazi violence against political opponents ii) the Reichstag Fire ii) the use of legal powers iv) the March election of 1933 v) the Enabling Act vi) the Pact of 1933.
This lesson will therefore be delivered over two with regard to the large amount of content to cover. Students are questioned throughout the activities, including a case study on the Reichstag Fire as to whether it was a deliberate act. Students will be given a number of sources to evaluate to come to their own conclusions.
The lesson also includes a plenary on deciphering some of the key words used in the lesson as well as some source exam practice, with help given if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the reasons behind the systematic persecution of minority groups in German society.
Whilst the Nazis aimed to create a unified and homogeneous national community by promoting a sense of collective identity among “racially pure” Germans, students will find that this idea was based on the exclusion of those deemed “racially inferior” or politically undesirable.
Students are introduced to the theory of eugenics and the significance of this theory when applied to this persecution.
Students learn about the policies towards different minorities including Roma and Sinti peoples, disabled, homosexuals, religious groups and the Euthanasia programme set up in Berlin.
There are tasks to complete throughout including prioritisation exercises, key questions and source analysis.
The lesson is quite literacy heavy and may have to be delivered over two lessons.
There is some exam practice to be completed at the end, with a focused markscheme provided if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the growing discrimination and persecution of Jewish people in Nazi Germany between 1933-7.
Students begin by evaluating some Nazi propaganda posters and a source from an eye witness account to gain an understanding of the changing Nazi policy towards Jewish people.
They will also learn about the different laws and measures introduced and how these impacted upon the Jewish community living in Germany. There is also a focus on the Nuremberg Laws and their impending impact.
I have also included who was classed as a Jewish person in Germany and how this applied through their ancestry, rather than heritage.
There is some exam practice to be completed at the end, with a focused markscheme provided if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
This resource (in booklet form) sets out the OCR Medicine unit, The people’s health, c.1250 to the present day in two sides of A4.
This is ideal for the student who wants a quick recap before the exam as it includes all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything they have been taught!
This resource can also be used for interleaving and homework.
This resource is editable and can be changed to suit. If you like this resource, please check out my Summary Revision Guide for Conflict and Cooperation at : https://www.tes.com/teaching-resource/ocr-gcse-9-1-conflict-and-cooperation-1918-1939-summary-revision-guide-11769163
The American West 1835-1895, GCSE 9-1 Edexcel
This lesson aims to assess how positive the US Government’s early attempts were to ‘civilise’ the Plains Indians between c.1830-1851.
By adopting a westward expansionist policy, students have to question how beneficial this was and for whom?
Was America to benefit from improving the Plains, by ploughing it for farming, digging up its minerals for manufacturing or simply clearing its forests for timber?
Students are given various scenarios and laws such as the Indian Removal Act and the Indian Appropriations Act and individually rate each scenario by colour coding a battery to signify positive or negative before coming to a conclusion as to who benefited from this conflict over land.
There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using causal equations.
It comes in PowerPoint format which can be amended and changed to suit.
The Tudors: England 1485-1603
The aim of this lesson is to give the context of the religious changes that have happened in England since the reign of Henry VIII.
Students begin by focusing on the different religions present in England under Elizabeth, such as Lutheranism, Catholicism, Puritanism and Presbyterianism.
They are given a religious road map to complete before analysing the political situation in Europe in 1558 and the threats posed by the Catholic states of France and Spain.
Finally they assess Elizabeth’s personal beliefs and the state of the English Church at the beginning of hr reign, before predicting how Elizabeth will tackle religion upon her accession.
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 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 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 Roman in Britain as well as the reasons why they left.
The main task is to research what the Romans left behind in Britain when they left, 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.
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 GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate to what extent were the elites, workers women and young people affected by war between 1939-45 in Germany.
The students analyse and evaluate the roles played by these different groups in turn during the war and assess how each group were impacted.
Key questions are asked throughout and students are required at the end to prioritise which group was the most affected and why.
The lesson may be delivered over two lessons. There is some exam practice to be completed at the end, with a focused markscheme provided if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
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
I have produced this bundle of resources on the Nazi racial state and the impact of war 1933-45 to help A Level students gain a deeper understanding of Germany’s changing policies during the war years.
The enquiry question throughout these lessons will be evaluate the reasons why the Nazis committed mass murder and assess the impact of total war on Germany.
Students will learn about the development of anti-Semitic policies and the radicalisation of the state with its social Darwinism and race theories.
They will study how the events of the Anschluss, Kristallnacht and the invasion of Poland sparked a sea change in how the Nazi regime reacted towards undesirables as well as Jewish people.
Students will evaluate the effectiveness of propaganda in maintaining morale during the war years and the changing impact of war on German society such as the appointment of Albert Speer and the mobilisation of the German economy for armaments production.
They will also assess how effective opposition was to the Nazi regime and how different groups resisted the totalitarian state.
Finally students will analyse the origins of the ‘Final Solution’, the key figures involved and the role of the Einsatzgruppen and extermination camps in Poland. They will also decide who should take responsibility for the holocaust and why.
The lessons are as follows:
L1 Radicalising the State
L2 Undesirables
L3 Nazi policies towards the Jewish people, 1933-37
L4 Nazi policies towards the Jewish people, 1938-40
L5 Nazi policies towards the Jewish people, 1940-41
L6 Impact of war (free resource)
L7 Speer and the war economy
L8 The changing impact of war on German society
L9 Opposition
L10 The final solution
The 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.
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.
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 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.
With the National Curriculum in mind, I have created a set of resources which focus on the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066.
This bundle includes significant events such as the abolition of Capital Punishment in Britain after the high profile cases of Derek Bentley and Ruth Ellis.
It makes connections between crime and punishment through the ages such as between Roman and Modern periods.
Students will be introduced to key concepts of change and continuity between Anglo-Saxon and Norman Crime and Punishment as well as the causes and consequences of the Christian Church and its influence on punishments.
Students will analyse sources in the Stuart period and analyse different interpretations of terrorism through the ages.
They will be able to use historical terms and concepts in more sophisticated ways such as retribution and rehabilitation.
Finally they will be able to provide structured responses and substantiated arguments, giving written evidence and context to their extended writing.
The 11 lessons are broken down into the following:
An introduction to Crime and Punishment
Roman Crime and Punishment
Anglo-Saxon Crime and Punishment
Norman Crime and Punishment
Tudor and Stuart Crime and Punishment
Crime and Punishment in the 18 and 19th Century
The Whitechapel Murders
Modern Crimes
Modern Punishments
The case of Derek Bentley
The case of Ruth Ellis
Each lesson comes with suggested teaching and learning strategies, retrieval practice activities and are linked to the latest historical interpretations, video clips and debate.
The lessons come in PowerPoint format and can be adapted and changed to suit.
These lessons are ideal as a way of introducing 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 to encourage them to take History further in their studies.
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
