AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson looks at the significance of marriage for Elizabeth I and the subsequent problems it caused her throughout her reign. There are retrieval practice activities to start the lesson including an odd one out task and ‘splatting’ the board to choose the correct answers. Students are introduced to the criteria for why Elizabeth should marry and then check the criteria against the possible suitors, thus coming to a conclusion about the best candidate. There is also a GCSE practice question to answer. There are sentence starters provided for differentiation and the lesson comes complete with fun activities and video footage. 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 focuses on the change in policy towards the treatment of the Jews by the Nazis. Students have to put events into chronological order and understand why the beginning of World War II changed everything. Students also learn about the Wannsee Conference and the experimental attempts by the Nazis to murder the Jews in Europe from shooting to mobile gas vans before deciding upon the use of Zyklon B crystals. Using numbers and figures they also discover the sheer scale of the atrocities involved in this genocide and what happened in the concentration camps. There are some excellent links to video evidence to accompany the lesson, which are suitable to show. 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 The aim of this lesson is to evaluate how effectively the Nazis controlled its Youth. The lesson is split into two parts and can be delivered over two lessons. The first part looks at the Hitler Youth, the activities organised for boys and girls and the purpose behind them. Students then have to analyse four pieces of evidence and evaluate how much they are being controlled and indoctrinated. Some differentiated questioning and higher order thinking allows you to see how much they are making progress in the lesson. The second part focuses on education in Nazi Germany and what the young people were taught at school. Again the students are challenged and questioned on how effective this diet of propaganda was, with an emphasis that not all Nazi lessons were anti-Semitic. Various and excellent video footage is used to consolidate understanding. 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 analyses the reasons why the SS executed Ernst Rohm and the leaders of the SA in the purge of 1934. After a recap of the previous lesson, students start unpicking the events leading to the Night of the Long Knives. Students are put into Hitler’s shoes; who should he choose to lead him forward in his new Third Reich - the Brownshirts or the Army? The conclusions are never totally clear in favour of one or the other, making sure the students are challenged and have to think things through and justify their choices. The events are also explained through a text mapping grid which the students also have to decipher as well as video evidence as Hitler eliminated Ernst Rohm and other rivals. There is also a choice of two plenaries from Connect 4 to a talk like an historian quiz and some GCSE exam question practice to complete 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.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to analyse Nazi policies towards women (such as Kinder Kuche, Kirche) and then evaluate how effective the Nazis were at controlling them. The start of the lesson questions the qualities Hitler is looking for in women and then questions what makes the perfect Nazi woman using key words. Students then have some differentiated questions to complete, using text before evaluating how much certain women were controlled through education and propaganda and explaining to what extent. A GCSE practice question focuses on ‘Which source is the most convincing?’, complete with simplified markscheme and notes on the slide for more guidance. The key words are then revisited in the plenary. 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the new spirit of co-operation between the Superpowers but understand the context as to why this collaborative approach ultimately failed during the Cold War. Students begin by examining the three baskets of agreement in the Helsinki Accords of 1975 and have to explain what was achieved by both sides, with argument words to help in a written activity. Furthermore they evaluate the failings of the SALT 2 talks and arms control and have to decide why the American Senate did not ratify this treaty. The plenary concludes with a find and fix activity. There is some GCSE practice on the narrative account question with some hints and prompts to help. 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.

Edexcel Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to understand and discover how Stalin retaliated and reacted to the formation of the Truman Doctrine and Marshall Aid with his own political and economic organisations. Students are given the key information about the setting up of Cominform (to counter the Truman Doctrine) and Comecon (to counter Marshall Aid). Students will then have to evaluate how much help and support Stalin gave to Eastern Europe. They will complete this using an evaluation grid by colour coding the decisions made from not at all to significantly or extremely. This will enable them to complete a choice of two GCSE practice question, will help given if required including a student friendly markscheme. This resource also includes differentiated questions using Blooms taxonomy at the beginning as well as in the plenary to check understanding. 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 and comes in PowerPoint format if there is a wish to adapt and change.

Cold War This first lesson aims to set the scene of Europe from 1945 with the defeat of Germany. The first part of the lesson investigates Hitler’s death in his bunker and the fall of Berlin, as the students break down and summarise some text into headings before writing a narrative account of the events of Hitler’s suicide. The second part investigates the aims of the Big Three and what they agreed should happen to Germany and Berlin at the end of the War. Students scrutinise and decide what each of the leaders (Roosevelt, Stalin and Churchill) might have said at Tehran, Yalta and Potsdam and complete a suspicions grid to be able to explain and justify these growing tensions. The central theme throughout this and the proceeding ten lessons is to ask why civilians feared for their lives? In a new era after World War 2, suspicions and rivalries arose between the two new superpowers, the USA and the USSR. Each lesson explores these growing tensions and ultimately questions why people thought a nuclear war was imminent. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies and worksheets to deliver the lesson.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson is a study of the impact war had on peoples’ lives in Germany between 1914-1918. Students have to evaluate the main changes in Germany during the war and if they were positive or negative changes For example, the Kaiser being forced to share his power could be seen as a positive thing to many, but there was also a terrible shortage of food as the allied naval blockade really began to bite. Worksheets are supplied to use for evidence, as the students box up their findings ready to tackle a timed question for GCSE question practice. 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 suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

**The First World War ** The aim of this lesson is to question the integrity of Field Marshal Douglas Haig, one of the most controversial figures of the First World War. Does Field Marshal Douglas Haig deserve the nickname of ‘The Butcher of the Somme’? Students are given the context of the ‘Lions led by Donkeys’ argument and are then led through a journey of audio, video, and source evidence from which they have to make a judgement at the end if he deserves his nickname. They will also recognise and analyse how views about Haig have hardened and then softened over time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study 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 First World War The aim of this lesson is to evaluate just how efficient and effective the new weapons of the Twentieth Century were. Students have two objectives; to rate the effectiveness and killing power of the weapons used during the First World War and to explain how well equipped the soldiers were in the trenches, particularly the British Tommy. The lesson begins with discussing the type of weapons used and for students to recognise the continuity and change of many of these pre, post and during World War I. The historian Dan Snow is quoted as saying the British soldier went into the First World War ‘as the best prepared soldier on the planet.’ The lesson subsequently unfolds to explain and evaluate the new weapons used and the advantages (or not) they gave each side. The plenary requires students to link the effectiveness of the weapons to images and to explain how and why this is the case. This lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a threat Lambert Simnel posed to Henry VII. Students are given the information about the role the pretender Lambert Simnel played and then categorise his Tudor rebellion into causes, consequences and events. They are also challenged to think and justify who would have likely joined the rebellion and why, using a number of given examples of disgruntled lords. Furthermore, they will be required to give a number of reasons for the lack of support for Lambert Simnel, culminating in the Battle of Stoke Field. There is some exam question practice, complete with scaffolding, key ideas and a generic markscheme supplied. There is an enquiry question posed and revisited 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 assess the threat the pretender Perkin Warbeck posed to Henry VII. Students are required to plot the causes, events and consequences of his rebellion(s) as well as discovering others such as those from De la pole, the Cornish and Yorkshire rebellions. They are also required to evaluate the biggest threat of all the rebellions to Henry VII, including Lamber Simnel, Lovell and Stafford Tudor rebellions studied previously. There is a key word literacy plenary to complete before students undertake some exam question extract practice, complete with scaffolding, planning ideas, the key information required as well as a generic markscheme. There is an enquiry question posed and revisited 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 Transatlantic Slave Trade KS3 The aim of this lesson is to analyse the conditions, impact and human cost of the Middle Passage. The Middle Passage and its horrendous journey for the slaves is shown in this lesson through video, audio and source based evidence. Students analyse historical interpretations of how the slaves were crammed together and the treatments they endured. They then have to catalogue these conditions in a grid before trying to persuade a film director, who is making a film on slavery, that he is being misled about the journey. The advise the director is being given is from a slave ship owner, Captain Thomas Tobin. Some differentiated key questions check their understanding through the lesson. Students finally have to prioritise the worst conditions the slaves faced and justify their choices in an extension 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 suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Transatlantic Slave Trade KS3 The aim of this lesson is straightforward - Why was the slave trade finally abolished in Britain and her Empire and why did it take so long to achieve? Furthermore, why were arguments in the eighteenth century challenged so rigorously and overturned in the nineteenth? Which people inspired its abolition and who was against this? Students decide which arguments and abolition movement strategies were being put forward to the plantation owners, racists, people who were ignorant and law makers to end the slave trade. They then prioritise the most important arguments in challenging these peoples’ staunch perceptions and opposition to the abolition of the slave trade. The second part of the lesson is a case study of William Wilberforce. Through video, audio and source work, students build up a history of this key figure and decide how and why he is significant. The final part of the lesson uses an interactive spinning wheel with key words used throughout the course, which the students have to define and explain their links to slavery. 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.

American Civil RIghts This lesson analyses and evaluates the part Rosa Parks played in the Civil Rights Movement. Modest to the end, her one action leading to the Montgomery Bus Boycott, inspired a generation and she is still talked about with reverence in American society today. Students learn about Rosa Park’s background and events leading up to her refusal to move seats on a bus, brilliantly shown through some video footage as well as documentary evidence. The learning tasks and the accompanying resources are differentiated to suit all abilities as students reflect and evaluate her most important significance in desegregation and the fight for racial equality. Students also have the opportunity to use a bus to show in the windows the problems she faced (at the front and in the doorway) and what she achieved (in the back windows). 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.

American Civil RIghts This lesson aims to explain how black people in America voiced their protests against their lack of Civil Rights in the 1950s and early 1960’s. Students are introduced to the various forms of protest they used which they have to research and ultimately decide how effective each form of protest was. The protests include music, sits ins, marches, freedom rides and changing the law. There are quite a few links to video footage at the time to reinforce the learning. Students use the key words at the end of the lesson to summarise their new found knowledge on protesting for equality in Civil Rights. 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.

American Civil RIghts This lesson aims to question the impact the KKK had on America in the 1900’s. It starts by looking at some of the racist actions of the KKK and the fear and intimidation Black Americans felt at the time. Students have to analyse a variety of evidence about the group before having to answer some differentiated questions, including voicing their judgements on its impact over time in the Twentieth Century There is also a link to the KKK or Ku Klux Klan today and what they are still trying to represent and promote. Students can also refer to this to build upon their conclusions as to the impact the Ku Klux Klan had on American society. The plenary requires students to fix and fix statements using their knowledge gained in the lesson. 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 Britain: Health and the People, C.1000AD to present With revision constantly in full swing, I have started to make these revision workbooks which my Year 11 students love (as an alternative to death by PowerPoint). We pick certain sections (as part of a revision programme) to revise and come up with model answers and discuss the best way to tackle each question in the best way, considering exam time constraints. I print out the sheets in A5, which the students stick in their books and use to colour code Students answer the questions next to or underneath the sheets. They can also be used for homework or interleaving. The resource comes in Word format if there is a need to change or adapt.

Historic Environment Question for 2024 This nine page Revision Guide is aimed at students to help study, organise, revise and be prepared for the AQA GCSE 9-1 Elizabethan England 1568-1603 Historic Environment question for 2024. I have included 6 possible questions for GCSE exam practice on the themes I believe stand out in the literature provided. Within the guide itself, I have broken down the main details of the Americas and Drake’s circumnavigation into manageable chunks. This guide focuses on the main concepts prescribed by AQA. For example it examines the location of the New World and its growing importance for Drake and his fellow navigators, the function and structure of seafaring as new navigational techniques and ship design allowed more exploration. It will also analyse the people connected to Drake’s circumnavigation including Sir John Hawkins and Diego as well as giving information on Drake and the different interpretations of him at the time. Furthermore the culture, values and fashions connected with Drake’s circumnavigation are examined as untold riches such as feathers, pearls, jewels and gold became essential accessories for the fashionistas of Elizabethan England. Finally important events are linked to Drake’s voyages from his initial slave excursions to his revenge attacks on Spanish shipping and his circumnavigation, as well focusing on the detailed maps and illustrations in his diaries and journals of new lands he discovered. All the information and more included is advised by AQA through their Paper 2: Shaping the nation resource pack guidance. I have also gained a brilliant insight into the Americas and Drake’s circumnavigation from renowned historians such as Ben Johnson, Miranda Kaufman and the superb Professor Jowett, as well as numerous other sources, including the fabulous BBC History Today magazine and podcasts. The resource comes in PDF and Word formats if you wish to adapt and change. Any reviews on this resource which would be much appreciated.