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).

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 final lesson in our Norman Conquest unit of work. Students begin by recapping the changes/ events that took place after the Battle of Hastings e.g. construction of castles. They are then introduced to Aldred who, fearing Norman rule, fled Britain, but only to return some 20 years later. Students examine the changes that took place in this time and decide which changes were most significant before writing a letter to Alrded explaining what has happened since his departure and what to expect upon his return.

Students learn about the Harrying of the North through analysing a range of sources, from videos, illustrations and written accounts. They create a mind map to show the features before writing a speech to stir up support against William due to his actions. Step by step guide included.

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).

A lesson focused on the changes that took place in the Soviet Union under the rule of Gorbachev… Students learn about the problems that existed by 1985 and the solutions to these problems. They use their knowledge to complete a series of tasks which include a narrative account question (exam tips and support included). Clear step by step instructions and differentiated tasks 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.

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 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.

A concise 5 page A4 revision and teaching sheet for the crime, punishment and law enforcement in Early Modern England (c1500-c1700), Area of Study 2. This comes with key vocabulary, an overview of the period, info on law enforcement, changes and continuity during the period, case study knowledge, a student assessment grid and exam question example and advice. I’ll be doing one of these for each of the units, so keep your eyes on my page.

A lesson that focuses on the impacts that the atomic bomb had on Hiroshima. Students use the knowledge for the lesson to create a newspaper article which focuses on 4 key areas (that the choose). Literacy support and differentiated materials provided. As always there are clear instructions.

A lesson on segregation in the USA. Our final lesson in the Slave Trade & Civil Rights Unit of Work. The students use knowledge cards which they categorise and then use to complete a matrix to show things that improved and things that did not improve. They then have to determine how successful each category was (clear guidance given). Plenty of opportunity for discussion and questioning before they then use their complete matrix to answer the lesson's question. This can be used as an assessment. Literacy support included as well as clear step by step instructions.

A lesson on Henry VIII and the break from Rome. Students analyse a sketch from horrible Histories and note down the key reasons given for Henry’s break from Rome. They are then introduced to some sources which give an overview of the main factors that led to the break from Rome. Students discuss and record data during an active learning activity. They critique the sketch by writing a letter to Horrible Histories to explain how they could improve their TV series.

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.