2 more sets of notes - On resistance and on responsibility. there are other notes covering the other aspects of this course on this forum also added thinking maps for revision activities

Varied tasks that introduce students to the reasons for appeasement and the impact of appeasement on Hitler’s foreign policy. Easily adaptable, and teacher notes included

6 clues to help students work out the reasons why Stalin and Hitler signed the Nazi-Soviet Pact. Most clues not very complicated but obviously they are clues, so will require some working out and teacher scaffolding to point students in the right direction

Obviously, the Czech crisis is a Paper 1 topic, but to introduce students to skills these 2 questions follow the paper 2 format Also attached summary of Paper 2 skills

Lengthy task for higher ability students about Hitler’s takeover of Czechoslovakia in 1938. Involves students having to complete series of tasks in order to ‘earn’ the next set of notes. Teacher’s notes at front of task. Would be easy to break down into individual tasks, or to simplify.

1. historiographical spectrum - students read the summaries of historians’ views and decide where to plot those historians on a spectrum of intentionalist to functionalist and on a spectrum of responsibility for the holocaust 2.chronology exercise - students to identify 4 phases of nazi policy towards the jews by identifying turning points. 4 suggested phases are discrimination, physical attack, physical segregation, genocide. Terminology can obviously be varied by teachers 3. Nuremberg Laws notes 4. Kristallnacht notes both 3 & 4 used as basis for students to consider significance of the phase of ‘aryanisation’ 1933-1939. students to create a diagram suggesting causes and consequences of Nuremberg Laws and Kristallnacht and also to create summary of significance of the whole phase. 5. Summary notes on the period 1933-1939 6. Summary notes on the period 1939-1941 (poland - barbarossa) 7. (added april 9th) summary notes from launch of barbarossa to wannsee conference - again, a synthesis of the required reading for aqa a2 unit 6, so includes lots of historiography 8. added 17 april 2008 - set of notes on wannsee conference and death camps, includes copy of the wannsee protocol

I use this activity in Year 7 to help students to understand the relationship between church and state. Christianity is what I think of as the ‘big idea’ for Year 7 studies, and is the context within which most of the medieval period can be understood. I think it is important for students to be able to comprehend the political nature of the church in this period, and the symbiotic relationship between spiritual and secular powers. So this is one of the first activities I do in Year 7. Of course, it can be done in Year 8 before studying the Henrician Reformation instead, but if done in Year 7 students still remember it in Year 8. Having the photographic record also helps students’ recall.

Another in the series of essay sorts to help students understand how to construct essays. Involves no writing, just thinking, and leaves students with a takeaway product they can use as a model for future extended writing on causation. Builds on a prior lesson where ‘William’ makes a speech to the class about his reasons for wanting to conquer England. also attached

Set of student notes covering main aspects of this period for AS course 7 sets of notes: Background to the Reformation Kings great matter break and royal supremacy dissolution of monasteries other religious reforms opposition to the reformation how far was england protestant by 1547

This exercise is designed to introduce students to the strengths &weaknesses of the structure, membership and powers of the LON. It is also designed to reinforce essay planning techniques. It is fairly straightforward. It starts off as a card sort of strengths and weaknesses. Students then have to categorise into the 3 areas, add an explanation to the description. It can be done as ICT or paper exercise. Assertions for the paragraphs and a conclusion can be added also to extend into total essay plan.

This is a great resource that I put together for a presentation at uni years and years ago. I have used it with all different age and ability groups in different schools. it should be self-explanatory as i have added notes to indicate the kind of things dicussed throughout the slide show David - Slightly harsh my man, to rate it on the basis you couldn’t see it! Its probably your firewall, as it has been downloaded many times - not that that helps! If you email me at jordansnotes@yahoo.com I will email it to you, size permitting.

This is just an outline of the constitution, with some appropriate historiographical quotes included. Its mainly taken from Gordon Craig Germany 1866-1945 Chapter 2. As background prep we did an exercise on the state of germany in 1871 after unification, then had a discussion of what type of constitution would be necessary, thinking about key areas of policy such as the economy, control of the military, social measures (education/health), etc and deciding whether these should be under national or regional control. we also discussed whether we would have a parliament with representation or whether it would be run autocratically as the individual states had been previously. Students basically came up with all this anyway, so these notes were consolidation and the basis for a discussion on the nature, strengths and weaknesses of the constitution. also attached sets of notes for students; synthesised from various books

This activity is designed to help students think about the construction of an effective essay (Nat Curriculum Skill 5 - organising and communicating ideas). The instructions are at the end of the document and hopefully should be clear. It requires some teacher prep in photocopying and cutting up sets, but is truly effective. I have used the same style activity with all age groups, as it is easily adaptable to different topics. With Key Stage 4, i have made it more difficult by presenting 2 different explanations to end each paragraph- one basic, one more analytical. For Key Stage 5, I have included analytical links between paragraphs. Please email me at jordansnotes@yahoo.co.uk if the instructions are not clear! You will see the difference in students writing style immediately. I have also attached a literacy exercise that can be done after this to consolidate understanding of the reasons why the SP failed.

There are 2 versions of these marksheets - one levelled for teachers and one for photocopying for students. They have been designed around the key skills of the National Curriculum - chronology, knowledge & understanding, interpretations, source work and organising é communicating ideas. The students will not see the levels (although you could easily add them in if you wanted). The idea behind this is that students will focus on the comments made so they can improve rather than becoming complacent/despondent about the level achieved. there is opportunity for student comment and reflection on their work also.

there are a number of ways of using this resource. a) you can give it to the class as a chain card exercise for a plenary - students read out the first part of their card and then someone else has to provide the answer. You can do this in reverse to be even more challenging? You will notice when you download this resource that the answers dont match the questions (answers have been shuffled down one space and the last answer brought to the top). this is for this exercise b) the correct version of the q&a starts on page 6. these can be used as a memory game. students cut out the strips and fold/stick them backwards so the answer is on one side of a small card and the question on the other. this can be used as a memory game in class, or can simply be given to students as a revision aid c) the questions can be cut up and put in a pot in class on the teachers desk and a few qéa quiz questions done as a starter activity there are separate quizzes on Treaty of Versailles, League of Nations and the causes of WW2 The exercises are easy to add to/amend to suit. It’s just a way of keeping the factual framework in student’s minds to help lessons to focus on skills development rather than factual recall.

THIS IS AN ESSAY SORTING EXERCISE DESIGNED TO TEACH STUDENTS THE ELEMENTS OF EFFECTIVE PARAGRAPHS AND ESSAYS. IT IS EASILY ADAPTED TO OTHER YEAR GROUPS/TOPICS

BOARD GAME AND TASKS TO COMPLETE AS PLAYED. INTRODUCES STUDENTS TO KEY JOBS OF A MEDIEVAL PEASANT, REQUIRES STUDENTS TO IDENTIFY KEY ROLES WITHIN A MEDIEVAL VILLAGE AND PUT THESE ROLES INTO A HIERARCHY. ALSO MAKES STUDENTS IDENTIFY FACTORS AFFECTING THE LIFE OF A MEDIEVAL PEASANT. WILL ALLOW STUDENTS TO MAKE A JUDGMENT ABOUT HOW HARD/EASY LIFE AS A MEDIEVAL PEASANT WAS. LINKS WITH PRIOR KNOWLEDGE OF FEUDAL SYSTEM (LORD OF MANOR = KNIGHT) AND LEADS INTO STUDY OF PEOPLE IN MEDIEVAL VILLAGE.

Students have work book to complete. There are a series of activities which can be arranged on different desks or given in a pack to students. The order of completion does not matter. The activities could also be done as standalone activities or homeworks Activities include - -source work activity on shell shock victims -jigsaw of a cross section of a trench -a sorting exercise for health hazards where students have to categorise various health hazard cards (in their own categories) and then prioritise greatest threat -a memory game for ‘who served in the trenches’ designed to encourage students to think about the nature of imperial warfare and to challenge preconceptions about british and french v the germans -war statistics (taken from spartacus) work -a literacy exercise on equipment - fair amount of reading but limited writing - define the terms for a ‘historical dictionary’ including as much detail as possible in 50 words. details of the activities are in the student booklet but do not have to be done like that, they are just an idea for teachers on how to use the resource

Sheet for students to shade in their achievement in each skill area over key stage 3. Also student friendly generic level descriptors and skill specific level descriptors.

Framework of notes for A2 students on ELizabethan Foreign Policy and on the religious settlement. Activity on the religious settlement notes - students are provided with key arguments and have to substantiate, explain and analyse as appropriate, using pages 1-13 of the handout.