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.

Card sort activity to assess the evidence. Followed by source analysis to determine why they were executed followed by a 6 mark Explain question. OCR specification.

A lesson that preps students for the GCSE 'how far' style question. Students are introduced to a range of issues faced by people on the Home Front which they categorise and prioritise before writing a response to a how far question. There a three sources which they need to link to their chose categories and use to support their findings. There is a writing frame provided for the less able as well as sentence stems and key words to include and support your students. As always there are step by step instructions.

A fun lesson where students work in teams to accurately reconstruct an artefact that commemorates the Empire. After the game they need to analyse the artefact and work out what it suggests about the Victorian Empire.

A History Mystery as your students are presented with pieces of evidence which they must analyse in order to create a theory about the death of Emily Davison. When the evidence has been evaluated they can create a newspaper article to explain their theory. Differentiated and fully resourced with clear step by step instructions.

Useful documents for students to stick in their books. Provides examples of questions and advice on responding to different types of questions.

Card sort and decision making activity. Main task involves students making a poster/ map to help explain why there was an economic boom in the 1920s. The students need to decide what they believe were the most important factors.

This lesson aims to develop GCSE skills. Students are introduced to a 'how far do you agree' style question. They work their way through a categorising and a prioritising card sort with follow-up questions which can be used to check understanding and develop their comprehension of the content. Thy then use the categories as their key factors in responding to the question. Literacy support is included as well as a writing frame for the lower ability students. As always there are step by step instructions and differentiated resources.

This lesson looks at the causes of the Great Fire of London. Plenty of higher order thinking skills and discussion based learning followed by a task which requires the creation of a leaflet which focuses on literacy skills and GCSE skills.

Students learn about Nazi policies towards minority groups and how these were influenced by eugenics. The main activity requires students to position Nazi policies on a graph frame, with the positioning based on their opinion re the severity of the persecution. The graph is then used to complete a series of tasks. Clear step by step instructions, differentiated activities and worksheets. This is the last lesson in the unit of work.

This lesson looks at the Nazi views on women and the family. This is the first lesson in Unit 4 (Life in Nazi Germany 1933-39) Students begin the lesson by studying the key vocab for the unit. A quick recap from the role of women during the Weimar republic before students analyses and assess the changes that took place between 1933-39. Once they have identified and explained the 3 key changes they have to complete a Blind Date task. In this activity students have to study the responses from 3 women to determine who would be most suitable for a German man in the years 1933-39. The final task is cretcreating ing a lonely hearts advert for the perfect Nazi woman. As always there are clear instructions, differentiated worksheets, a range of activities that cover the required knowledge for this aspect of the specification

A student-led lesson on medieval religion. Students work through a range of activities that develop their knowledge and understanding of the role of religion and the church in medieval times. Activities include extracting details from a doom painting and using this to respond to questions, analysing the different routes to heaven and creating an exhibition for a museum. This lesson is easy to follow, ready to teach with clear step by step instructions and differentiated tasks.

GCSE Weimar and Nazi Germany Lesson 28. How did Hitler become a dictator? A lesson focused on the events of 1933-1934 which led to Hitler gaining control over Germany. Students analyse the key events (Reichstag Fire, Enabling Laws, Night of Long Knives, Hindenburg’s death, Oath of Loyalty) give examples and explanations of how each led to Hitler’s control and they must give each event various scores in order to create a card trading activity card game. As always there are clear step by step instructions and high-quality differentiated worksheets and a range of activities.

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.

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.

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.

A lesson that introduces students to the more complex issues/ actions of different groups in the build up to the civil war. Students need to sort cards based on people's actions, priorities events in order of significance and complete a Fakebook activity. The main task requires the students to respond to a choice of 2 questions. This lesson needs plenty of questioning, lots of discussion and higher order thinking and encourages independent learners. As always there are clear step by step instructions,

presentation, sources, card sort activity and report activity.

Students are introduced to the groups who did or did not benefit during the economic boom years. Once they have identified each group they complete a table activity to explain how/ why groups did or did not benefit. The main activity introduces the students to post cards from the boom years (which show Americans living a lavish lifestyle etc). The pupils have to create their own annotated postcard that accurately illustrates how the economic boom years should be represented (positive and negative images). There is a GCSE question to complete at the end of the lesson. I usually teach this over 2 lessons.