This lesson looks at the main changes that took place in Britain, 1750-1900. Students analyse images from the two eras and note down the differences and similarities, which they attempt to categorise. They then discuss some key developments from the time frame, which they categorise and prioritise using a continuum before producing a written summary of the main changes by responding to a how far question. Literacy support is included for the written task. As always there are step by step instructions and differentiated activities throughout.

This Tarsia puzzle covers the theme of crime and punishment through time, c1000 – present. The Tarsia puzzle requires students to match up sides of triangles to form a hexagonal shape (as shown on the presentation). These are really useful for revision purposes. The activity takes around 15 minutes and can be used as a starter or a plenary. This resource includes all necessary materials. Instructions included on the PowerPoint.

EA decision-making lesson on whether the Munich Putsch was a success or a failure. The lessons starts by organising the students into groups. They have to draw a scene from the Putsch before swapping with a group member who has to annotate the illustration and then the combined effort to position the drawings into chronological order. The main task requires students to position events on a graph to determine the success of each outcome of the Putsch before writing up their judgement. A source based activity is also included as well as differentiated resources and literacy support.

A lesson that looks at the key factors behind the failure of the Munich Putsch. Students review a text to create a mini fact file of events (differentiated). They are then introduced to a clip from the Rise of Evil directed by Christian Duguay. Whilst watching the clip they need to jot down the reasons given in the clip for the Putsch’s failure. Following this they each have a source which explains a reason why the Putsch failed. they need to match this to a card (placed on classroom wall). They complete a matrix for their source before exchanging evidence with other students. The main task requires the students to write a letter to the director of the film to explain what they agree with and how the sketch could be developed. Exam question included for homework (12 mark explain question). Fully resourced with high-quality differentiated worksheets and clear instructions throughout

This lesson looks at the key factors that influenced the early development of the Nazi Party and attracted membership in the years 1919-22. Students link evidence cards to factors and then position these on a Nazi membership living graph activity. They use the graph to decide which factors or events were key in the early development of the Nazi Party before creating a mind map. There is plenty of scope for student discussions and the lesson ends with an exam style source inference question. A worksheet attached to the Pearson tetxbook is also included, as well as a Unit 2 key word grid. As always the presentation includes a set by step guide, literacy support, activities and differentiated worksheets.

A creative and engaging lesson that introduces students to Hitler and the key events from his early life. Students extract information to create a timeline of key events (extension tasks ask the students to consider the importance of these events), label key stages of his life and . create a front cover for a book about Hitler’s life. They annotate this to explain the relevance of their chosen illustrations and the plenary requires them to write a blurb to advertise the book. Student led and teacher friendly.

A lesson which looks at the many changes that took place in the years 1924-1929. Students work through a role play activity to determine the amount of change that took place in Weimar society. A clear instruction sheet is included as well as detailed, differentiated resources so that the task is completely student led. Once students have completed their role play response sheets there are a range of activities that they need to respond to, for example categorising the changes and ranking these. There are some follow-up activities which can lead to open-ended questioning and discussions to test knowledge before an extended response task is introduced so that students can write-up their findings. Literacy support is included. This lesson should ideally be taught as a double lesson.

A lesson that looks at the economic and foreign policies implemented by Stresemann between 1923-1929. Students work through several activities to develop knowledge and understanding of how Stresemann helped the economy and Germany’s overseas reputation.

A double lesson that focuses on the economic problems 1919-23, the causes and consequences. A range of student led activities, such as a card sort, sequencing exercise, creating flow charts and analysing sources to determine the causes and effects of the economic crisis in 1923. The second part of this lesson sets students up for an 8 mark source based exam question (mark scheme and preparation activities included).

A lesson looking at the political threats faced by the Weimar Republic in the years 1919-1923. Students begin by completing a survey about what makes someone left or right wing and assessing their own political beliefs. They then look at the main political parties and link these to a range of potential voters in 1918-1929 Germany. They also attempt to try to work out why different groups would be unhappy with the new government. They develop their understanding of the situation by analysing two uprisings (Spartacist and Kapp Putsch) and complete a matrix before assessing what the wider significance of both events had on Germany and how it affected the Weimar Constitution.

A lesson that looks at some of the challenges faced by the Weimar Republic between 1919-1923. Students need to build a tower out of lollipop sticks and blue-tack. However, there are rules to this game which makes the game quite tricky. Students use teamwork to build this tower, whilst developing their knowledge of the problems faced by the new government. Follow up questions ensure students reflect on the lesson and the game. Resources needed: Lollipop sticks (around 30 for each group) and blue tack.

Students learn about the complexities of the Weimar Constitution, it’s structure and it’s strengths and weaknesses. A significant part of this lesson looks at proportional representation and there are tasks on the powerpoint that help students grasp the issues of this system and how it was significant in Germany at this time. The main focus is on students deciding if the Weimar Constitution had more strengths than weaknesses and which of these were most significant. The powerpoint includes a step by step guide.

The first lesson for the Weimar and Nazi Germany unit, Edexcel (9-1) specification. Students start by completing a citizenship questionnaire to get them thinking about the Big Picture and key themes in Nazi Germany. The focus on the lesson is Germany post WW1 and the problems faced by the government. Students work through several activities, such as card sorts, ranking/ prioritising information, learning about the birth of the Weimar Republic before applying their knowledge to produce a written report into the problems faced by the government in 1918. There is a Paper 3, Section A: Question 1 exam question to attempt (markscheme included), as well as a key word grid for the unit and a question type table for the entire unit.

Easy to follow lesson on the different methods used by the police during the Ripper investigation and the problems they encountered. A source based activity is also included. This lesson concludes the Whitechapel Unit. All the 6 lessons cover the entire specification.

Easy to follow lesson which examines the key factors that hindered the police during the Ripper investigation. Students analyses evidence cards, categories evidence, explain its significance and create a Penny Dreadful article that criticizes the police investigation into the murders. The following lesson will examine the police methods and their effectiveness. After students have gained this knowledge they will be able to attempt the source based questions.

This lesson looks at the different ethnic/ political groups who moved to Whitechapel during the 19th century. Students extract information and add it to a matrix before determining which group they believe posed the greatest threat to the police in Whitechapel. A source based question supports the knowledge from this lesson and draws on content from the previous lesson re source skills and types of evidence. All resources and activities are included in a printable work booklet

The focus of this lesson is for students to learn about the sources that we might study to find out about policing in Whitechapel and to begin to use criteria to evaluate the usefulness of different sources to improve sources skills for Q2. in the exam. Students are introduced to a school SIMS image which they discuss about how useful this source is for finding out about behaviour and what other sources we could investigate to get a better picture. Following this they discuss a source from the time period and working with a partner they create a criteria for judging how useful the source is. After discussions the class create a tip/ help sheet for working with sources (prompts are given as well as a worksheet). Using a continuum line students rank various types of sources based on their usefulness in learning about policing, which they annotate (examples given in presentation) before completing an exam question. AA resources are included in a work booklet. Terms of Use: Purchase of this item entitles the purchaser the right to reproduce the pages for personal and classroom use only. Duplication for other classes, an entire school or for commercial use is strictly prohibited without written permission from the author. Minor editing is allowed but only for personal use. The document remains under copyright even when edited. Pasting this item in whole or part on the Internet in any form is strictly prohibited and a violation of the Digital Millennium Copyright Act (DMCA). Copyright 2017

A lesson that focuses on contextual information about the historic environment of Whitechapel in the East end of London. Students examine a range of problems faced by the police, such as immigration, the environment of Whitechapel, police issues, etc. After working through a card sort/ categorizing activity students need to rank problems and produce a table before writing up a report on the issues faced by the police (explain with examples the problems faced by the police in Whitechapel) . A homework mindmap activity reinforces the knowledge gained during the tasks. This lesson gives the students the background knowledge needed before moving onto the trickier source related questions.