students learn about the causes and consequences of the Soviet invasion of Afghanistan by working their way through a card sort (various activities included e.g. ranking, categorising, etc.) and responding to a series of mini-plenary activities. These activities set them up for an exam style question (structure strips and tips included).

The first lesson from unit 3 ‘The end of the Cold War, 1970-91’. In this lesson students explore the key events and factors that led the two superpowers to follow a policy of detente. A range of student-led tasks, such as creating a star chart linked to 4 key events and exam preparartion tasks are included in the lesson. As always there are clear step by step instructions, differentiated resources, literacy support and structure strips for the exam question.

The last lesson in Unit 2. Students determine how the Prague Spring impacted the Cold War and the reputations of USA and the Soviet Union. Students work through a range of activities, such as a card sort, categorising and prioritising activities before producing a newspaper article from either a Soviet or USA point of view (differentiated template included). This sets up the students for an exam style question (structure strips and support included).

Students analyse a range of Reagan’s actions between the years 1980-89 and complete a range of decision making tasks liked to these actions. Once they have collected sufficient data they begin to create a tension graph based on Reagan’s actions to determine how much influence he had on the Cold War. A range of open-ended follow up questions can be used as discussion pointsand mini-plenaries or written activities to extend and develop your student’s knowledge and engage them in some interesting discussions about Reagan’s actions and whetehr or not they increased or decreased Cold War tensions. An exam style question concludes the lesson (structre strips included). Clear step by step instructions included.

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.

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.

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

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.

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.

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.

This lesson looks at the key factors that enabled the Vietcong to succeed against the US army. Students work through a range of activities, such as categorising and prioritising evidence through a card sort, before creating a newspaper article that outlines the reasons for the USA's withdrawal from Vietnam. Differentiated resources and literacy support included as well as clear step by step instructions.

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.

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.

Students examine cartoon interpretations about the Treaty of Versailles offering their thoughts on the author’s view. The main activity is a newspaper article whereby the use their knowledge from Lesson 2 and Task 1&2 from this lesson to outline why the Treaty was hated and why the German people should be angry with the new government for its part in the peace agreement. A 12 mark exam question concludes the lesson with the students explaining why there was opposition to the Treaty. As always a step by step guide is included as well as high-quality (differentiated resources).

Students assess the main problems that William faced after his success at the Battle of Hastings. Pupils work through a range of decision making tasks before writing up their findings in a letter activity. Clear step by step instructions included.

A worksheet which gives students an overview of the conflict in Vietnam

Students learn about the key factors that led to the opposition to the war in Vietnam. Activities include a card sort (categorising and prioritising), writing a letter to the President Johnson setting out student views to the war and an interview activity task whereby they respond to how a rang of people would have felt about the war. As always there are clear step by step instructions and differentiated resources.

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.

Students are introduced to a range of cards about how the Nazis affected religion. They use these cards to create a continuum line to show how far the Nazis suppressed religion. They use their completed continuum line to respond to questions. They follow this up by analysing photographs which they have to decide if they are real or fake and give an explanation for their decision. A series of questions end the lesson before making a class judgement. As always there are clear instructions, differentiated activities and plenty of scope for discussions and student-led activities.

This lesson looks at the changes in society 1924-29. Students collect evidence to support a range of statements before responding to a how far statement. Homework task looks at a Section A Q1 type exam question that links to unit 2. The worksheets included require access to the Pearson textbook (or any textbook that has info on the societal changes in Weimar Germany). As always there is a step by step lesson guide and differentiated resources.