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GCSE History for Edexcel
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GCSE History for Edexcel
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Edexcel 9-1: Weimar & Nazi Germany: L28 How did Hitler become a dictator?
This lesson looks at the key events 1933-34 which led to Hitler’s total control over Germany. Students analyse 5 key events, such as The Night of the Long Knives, rank each event in terms of how extreme Hitler’s actions were before making top trump cards for each event. There is a source based exam question with tips and support. As always clear instructions and fully differentiated high-quality resources easily adapted for all abilities.
Edexcel GCSE 9-1 Weimar & Nazi Germany: L26 Was the Reichstag fire a set up?
This lesson looks at the significance of the Reichstag fire and if the possibility of a Nazi conspiracy could have taken place. Students work through activities, such as sequencing and categorising the events before and after the fire, analysing evidence cards and working through sources to draw their own conclusions before making a judgement. As always there is a step by step guide with clear instructions, high quality, differentiated resources, student led activities, extension tasks and plenty of scope for engaging discussions and questioning.
Nazi Germany & the Rise of a Dictatorship: Lesson 9 Was the Reichstag fire a set-up?
This lesson looks at the significance of the Reichstag fire and if the possibility of a Nazi conspiracy could have taken place. Students work through activities, such as sequencing and categorising the events before and after the fire, analysing evidence and making a judgement. As always there are step by step instructions and high-quality differentiated resources
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Edexcel GCSE 9-1 History Weimar & Nazi Germany Units 1 & 2
A selection of twenty fully resourced lessons from the first two units of the Edexcel 9-1 Weimar and Nazi Germany specification. This bundle includes 20 lessons which over the necessary teaching material for the Weimar Republic, its early challenges and recovery and Hitler's rise to power, 1919-33. The lessons include a step by step guide, PowerPoint presentation, differentiated resources, card sorts, worksheets, self-assessment documents, exam style questions and advice.These lessons took many hours to plan and prepare and they are constantly being developed, so please leave feedback. Once purchased you will have access to these resources indefinitely, so please check for updates. I do post updates on my TES feed so if you follow me you will receive these notes. Finally, I hope you find and your students find these resources helpful.
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Edexcel GCSE 9-1 Weimar & Nazi Germany: Unit 2 Hitler's Rise to Power, 1919-33
This Bundle includes all of the teaching material for the second unit of the Weimar and Nazi Germany Edexcel 9-1 specification. Each lessons includes a presentation with a step by step guide, differentiated resources, literacy support, exam style questions and advice and a range of activities to challenge and develop independent learners and creative thinkers. These lessons cover the entire specification for Unit 2 (Hitler's Rise to Power).
The Tudors: 'Why did Henry VIII break away from Rome?'
This lesson looks at the main factors for the Reformation in England. Students create a fact file on Henry VIII. They watch a Horrible Histories clip and jot down the reasons given for the break with Rome before analysing sources, exchanging data. The main task is to write a letter to the BBC to explain what they think of the sketch and how they would improve it. Clear step y step instructions included.
Edexcel GCSE 9-1 Weimar & Nazi Germany: L22 Why did people vote for the Nazi Party?
This lesson examines the key factors that led to an increase in Nazi popularity between 1929-33. Students begin by analysing a graph of Nazi voting figures (they have to describe the trend, give a fact and discuss possible reasons for the trend). They are introduced to knowledge cards which they have to separate into 4 categories (some are suggested for less able). They use these cards to respond to a series of student led activities and tasks before attempting a Paper 3 exam question. A step by step guide and all resources included as well as information sheets.
Edexcel 9-1 Nazi Germany. L20 What was the worst problem faced by Germany during the Depression?
This lesson looks at the causes of the Depression and its impacts on Germany. Students create a fact file about the Wall Street Crash by extracting information from text and video footage (differentiated on PowerPoint). The main activity looks at some facts/ impacts on Germany which students link to categories and prioritise before wring up their findings in a newspaper report. Fully resourced and differentiated for all abilities.
Edexcel GCSE 9-1 Weimar & Nazi Germany. L18 How far did Hitler change the Nazi Party, 1924-29?
This lesson looks at the changes made by Hitler after the failed Munich Putsch. Students start by matching a range of Nazi Party changes to the explanations for these changes. Following this they create a graph to show change and continuity and degrees of change/ continuity (based on their opinion). A follow up task cements learning before writing up findings.
Edexcel GCSE Weimar and Nazi Germany L19: Why was there limited support for the Nazi Party, 1923-29?
A lesson that looks at the key factors that led to a reduced support for the Nazi Party between the years 1923-29. Students categorise cards, prioritize evidence and create a mind map before using their knowledge to complete a Paper 3 Q3a style question. Literacy support and advice for the exam question included as well as exam tips and differentiated worksheets.
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The Industrial Revolution - Complete Unit of Work
A complete unit of study designed to challenge, engage and encourage independent learners. Each lesson includes a PowerPoint with step by step instructions, high quality differentiated resources, literacy support, engaging activities and GCSE skills incorporated.
The Industrial Revolution. Lesson10: 'Why did the Titanic sink in 1912?'
This is the final lesson in our Industrial Revolution Unit of Work. The lesson looks at causation and who was at fault for the sinking of the Titanic. Students create a factfile (differentiated), analyse a card sort, complete a diamond 9 activity and write up a report on how future problems at sea could be avoided. They also reach a supported judgement re who was to blame. As always there are clear instructions and high quality differentiated resources with literacy support.
The Industrial Revolution, Lesson 8: 'How was public health improved?'
Students learn about the work of four key individuals who tackled the problems created by the industrial revolution. They learn about one individual in detail, extract key evidence, complete a matrix activity with 3 other students and score their key person based on the evidence given about how well they improved living conditions. After exchanging evidence they then score all 4 individuals before making a judgement as to who was the key individual. The more able students can use this opportunity to develop their GCSE skills and incorporate counterarguments. As always there are high quality resources and step by step instructions
The Industrial Revolution. Lesson 7 'Why was public health improved in 1875?'
Students learn about the key factors that led to the developments in public health through a card sort (categorising and prioritising activities). Plenty of scope for students discussions as they select and prioritise information before writing up their findings in a post card to Queen Victoria. Literacy support and differentiated materials included. As always there are high quality resources and step by step instructions.
The Industrial revolution, Lesson 6: 'Why was there a cholera outbreak in Broad Street in 1854?'
Students learn about the work of John Snow who used a dot map to determine that cholera was spread by water. Students complete a quick mapping activity, extract examples/ information from a video clip, and produce a newspaper article about the events in 1854. As always there are clear step by step instructions and differentiated activities throughout.
The Industrial Revolution. L5 'What was it like working in a factory?'
This lesson examines the role that children played in the factories during the industrial revolution. Through analysing a video clip and a range of sources students develop knowledge of the different roles played by children and the conditions that faced. Once the class have collected data they use this to produce an article about conditions in the factories and what steps could be take to improve these conditions. A step by step guide and differentiated resources are included.
The Industrial Revolution. L4 'Why were the cities so dirty during the industrial revolution?'
This lesson looks at the key factors that led to such poor living conditions during the industrial revolution. Students are introduced to a comic of a London street in 1890 which they use to identify problems. The main activity requires the students to complete a matrix of the problems that they find in the towns and cities and why these issues exist. They do this by extracting evidence from a range of different people's views about the problems. Finally the students use the data to write a report about what the issues are, why they exist and what should be done. Literacy support included. As always there are step by step instructions and high-quality resources.
The Industrial Revolution. Lesson3 'Why did the population in Britain explode, 1750-1900?'
This lesson looks at a range of key events that impacted the population growth in Britain, 1750-1900. Students discuss key factors, select and priorities evidence before completing a teaching poster for 3 factors or events that affected population growth during the Industrial Revolution. All resources provided and modelled in the presentation. As always there are clear instructions and differentiated activities
The Industrial Revolution: Lesson 2 'What were working a living conditions like for the poor?'
A lesson that challenges students to analyse a range of sources in order to extract evidence linked to a set of given categories to help identify what living and working conditions were like during the period. Once they have identified these and their causes, they discuss the evidence to reach a judgment about the greatest problems faced, before writing up a report on what conditions were like and why they were so bad. The more able students are challenged to offer possible solutions to the problems that they have identified. As always there are clear instructions and differentiated activities to suit all abilities.
Edexcel GCSE 9-1 Weimar and Nazi Germany: L15 What happened during the Munich Putsch?
The first of three lessons on the Munich Putsch. Students are presented with a list of statements which they have to organise into causes, events and outcomes. Following this they place into chronological order to create a story board of the key events and what they consider to be the key outcomes. This will give them an overview of the events before the following lessons examine the Putsch in more detail. A 4 mark exam question to finish.