Planned for Yr8/9 but relevant to both GCSE and A Level, the lesson serves as an introduction to the Cold War and how ideology played its part in the undeclared war. Students will use music, their own opinions, group work and prior learning to see how different people and cultures can interpret the sames things differently. A Teacher Guidance Video to this resource can be found at: https://www.youtube.com/watch?v=ArySUX0Z1dA

These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: Historical Context - through timelines, picture prompts and key words Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. Better Literacy – through selected ‘language for learning’ vocab box. Memory prompts to support revision – through the use of carefully selected images. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: Identifying the nature of the question styles for each GCSE Unit and the allocated marks available Examiners levelled mark schemes Support writing frames with generic sentence starters

A contextual slide for a quick visual overview of the Topic 3 content used at the start of each lesson in the unit of work Slides cover: The Nazi consolidation of power 1933-34 Propaganda, Police State, and Opposition Religion

Studying the US Law of Prohibition in the 1920's by comparing a ban on alcohol to the banning of tobacco in contemporary Britain. See the Teacher Guidance film at: https://www.youtube.com/watch?v=HOHolPVR3t8 Objectives What was Prohibition? How did it affect the United States? Outcomes Know – What the term mass prohibition means Understand – how prohibition affected the USA for both good and bad Be able to – think about the role of law in a democracy and its purpose Students will be introduced to the reasons for prohibition on smoking and then be asked to consider the consequences of such a law. Once considered they can consider the impact of prohibition by watching: Homer versus the Eighteenth Amendment to consider the consequences of passing a prohibition on alcohol by studying its impact on all of the residents

Romanov Russia with Lucy Worsley - Ep3 - The Road to Revolution - Empire of the Tsars - Worksheet to support the BBC Documentary Written to provided extension/ enrichment / independent learning options at KS5 & 4 Lucy Worsley concludes her history of the Romanov dynasty, investigating how the family’s grip on Russia unravelled in their final century. She shows how the years 1825-1918 were bloody and traumatic, a period when four tsars tried - and failed - to deal with the growing pressure for constitutional reform and revolution. Written in Publisher and formatted to A3 the worksheet can be fully edited and saved as a PDF for A4 printing

1968 Vietnam Peter and Dan Snow: 20th Century Battlefields Peter and Dan Snow trace the Tet Offensive of 1968, the turning point of the Vietnam War. State of-the-art graphics are used to illustrate how US marines flushed out Communist fighters, some of whom lived in a claustrophobic network of tunnels which were used as a platform for major attacks. Together the Snows join the British Army on an urban clearance operation to experience first hand the chaos and intensity of similar situations. Written in Publisher and formatted to A3 the worksheet can be saved as a PDF for A4 printing

9-1 Edexcel History Learning/Topic Placemats for Anglo-Saxon and Norman England Topic 2: William I in power: Securing the kingdom Written in PowerPoint (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters

Henry VIII - Inside the Mind of a Tyrant - Ep1. Prince - Supporting Worksheet Written to support the David Starkey documentary as enrichment for able GCSE 9-1 students or A level teaching support. Comprehension and extension questions are provided to follow the programme and support information collection. The resource provides a summary of the documentary and its contents. Written in Publisher to A3 formatting, but can be amended and saved as a PDF for A4 printing David Starkey follows the dramatic events of Henry's childhood, events that shaped his personality and his attitude to kingship. In 1485, on the field at Bosworth, Henry's father, Henry Tudor, seized the crown from the defeated Yorkist king Richard III. To us, this event marks the end of the Wars of the Roses but to contemporaries it was not clear that this bitter dynastic struggle was truly over. Henry, Tudor's second son, was created Duke of York to link the royal house to the defeated faction. But Henry had a rival in the shape of Perkin Warbeck, who claimed to be the real Duke of York and rightful king. Henry Tudor would have to defend his throne twice in battle, and his son's life depended on the outcome. The death of his brother Arthur made Henry Prince of Wales, and his father's heir and rival.

The Birth of Empire - The East India Company Episode 2 Worksheet to support the BBC Documentary presented by Dan Snow. Written to support the Edexcel A level: Gaining and Losing an Empire -1763-1914 By 1800 the East India Company had grown from a tiny band of merchants into a colossal trading empire. But scandal and corruption in the 18th century had led to a curtailment of its powers by the British government. The state now controlled the company’s affairs in India and, throughout the 19th century, would chip away at its remaining powers and trading privileges. The company was transformed from a trading enterprise into the rulers of India, and governed vast swathes of the subcontinent on behalf of the British Crown. Its territory expanded enormously and an empire was born. As the company traded opium to a reluctant Chinese Empire, in India a dangerous chasm opened up between the British rulers and the Indian people. Alienated and disaffected, significant numbers of the company’s massive army of Indian soldiers finally revolted and the Company’s handling of the mutiny was its final undoing. In 1858 British India passed into Queen Victoria’s hands and the Raj was born.

Conquest -The Normans - Episode 2 Written to as an extension/ flipped/ independent learning task for GCSE or A level the sheet supports the documentary with a structured set of information gathering and analytical tasks. The sheet is written in Publisher, formatted to A3. It can be edited and amended for saving as a PDF for A4 printing In the second of this three-part series, Professor Robert Bartlett explores the impact of the Norman conquest of Britain and Ireland. Bartlett shows how William the Conqueror imposed a new aristocracy, savagely cut down opposition and built scores of castles and cathedrals to intimidate and control. He also commissioned the Domesday Book, the greatest national survey of England that had ever been attempted. England adapted to its new masters and both the language and culture were transformed as the Normans and the English intermarried. Bartlett shows how the political and cultural landscape of Scotland, Wales and Ireland were also forged by the Normans and argues that the Normans created the blueprint for colonialism in the modern world.

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 1 -Weimar Germany 1918-29 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters

9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 2 Increasing Tensions between East and West 1958-70 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ���language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starte

9-1 Edexcel History Learning/Topic Placemat for Anglo-Saxon and Norman England Topic 3: Norman England, 1066-88 Written in PowerPoint (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters

The Nazis: A Warning … The Road to Treblinka- Support Worksheet for BBC TV Documentary Written in Publisher to fit an A3 format, the document is fully editable and can be saved as a PDF to fit an A4 format

Worksheet to support the documentary. The sheet was written over 4 pages to support independent study/flipped learning /overview/ revision and enrichment of the GCSE / A Level curriculum. The tasks include a wide variety of data collection activities and higher order exercises to provide a wide range options. The last page includes overview grids asking students to summarise the reasons for the rise and fall of Wolsey and Cromwell as well as carry out a psychological profile of Henry VIII. The worksheet is written in Publisher and formatted to A3. It can be saved as a PDF and printed in A4

BBC -British History’s Biggest Fibs with Lucy Worsley - The Glorious Revolution In this episode, Lucy debunks another of the biggest fibs in British history - the ‘Glorious Revolution’.In 1688, the British Isles were invaded by a huge army led by Dutch prince, William of Orange. With his English wife Mary he stole the throne from Mary’s father, the Catholic King James II. This was the death knell for absolute royal power and laid the foundations of our constitutional monarchy. It was spun as a ‘glorious and bloodless revolution’. But how ‘glorious’ was it really? It led to huge slaughter in Ireland and Scotland. Lucy reveals how the facts and fictions surrounding 1688 have shaped our national story ever since. Written in Publisher and formatted to A3 the resource can also be saved as a PDF for A4 printing

In this section Starkey focuses on the early years of Elizabeth’s rule and her reluctance to marry. Her dalliances with court favourites like Lord Dudley provoked speculation, but what concerned her advisers was her refusal to consider a suitor from France or Spain, powers which constituted a military threat. She was in a precarious position: a Protestant Queen in a Catholic country, and Mary, Queen of Scots, who wanted to claim the throne and return the nation to Catholic rule, was a great threat to Elizabeth. Elizabeth, the virgin Queen, the most powerful woman in English history. She emerged as a young princess against a backdrop of civil unrest, political intrigue, executions and coups. She ruled for 45 years and presided over a new kind of state. Her reign saw England emerge from the threat of European annexation to burst forth in a unique flowering of culture and became the world’s leading sea power. In this four part series David Starkey charts the rise and fall of her reign and reveals the powerful resonance it has for the present. This series covers one of the most glamorous and exciting reigns in English history, with bloodthirsty tales of sex, lust, murder and mayhem.

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 1 - Medieval Medicine These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters

Cold War (TV Series) Ep.7 - After Stalin - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies. Nikita Khrushchev becomes Soviet leader after the death of Stalin. Khrushchev rolls back a number of oppressive measures that existed under Stalin, restores relations with Yugoslavia and redirects resources to consumer needs. In a secret speech to the Soviet leadership he condemns Stalin's ruthless rule. West Germany is allowed to rearm, provoking the formation of the Warsaw Pact. Khruschev still wants Eastern Europe to remain within the Soviet orbit - he sends in troops to quell revolts in East Germany, Poland and, most significantly, Hungary. Interviewees include Anatoly Dobrynin, Charles Wheeler and Sergei Khrushchev. The pre-credits scene shows life in Soviet Union under Stalin's personality cult.

Crime & Punishment GCSE Learning Placemat – Topic 3: c1700—1900, 18th & 19th Centuries