A revision workbook for students covering the AQA 8145 Elizabethan England topic. The booklet focuses on religious divisions, Catholic threats (with specific examples), the role of Mary, Queen of Scots, domestic threats (Northern rebellion and Essex) and the Spanish Armada. The booklet covers both content and application to exam style responses.

Lesson 21 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on attitudes towards the poor and the government response to poverty in Elizabethan England. The lesson begins with students guessing what the definitions of the different poor would mean, leading to a video introducing the urban poor. Students then utilise source material to make inferences about attitudes, leading to an explanation of the attitudes to the poor in this period. The lesson then focuses on attitudes to the poor, leading to a card sort on the reasons why government actions/attitudes changed over time. Students then examine the legislation used to tackle poverty and explain how significant the impact of this would be. Finally students assess how far poverty had been tackled in the plenary.

Lesson 19 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how far Elizabethan England could be perceived to be a Golden Age. Students use an interpretation to make inferences and test with knowledge, leading to a comparative table assessing how Elizabethan England could, and could not be seen as a Golden Age. Students then use the learning from the lesson to plan and answer: Explain why Elizabethan England could be considered a Golden Age. You may use the following in your answer: • Theatre • Grammat schools You must also use information of your own (12 marks) Students then improve their timed answers using the success criteria. Finally, students assess how far they think Elizabethan England was a Golden Age in a judgement line plenary.

Lesson 20 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on why poverty increased in the Elizabethan period. The lesson begins with an inference starter, leading to a video introducing poverty in Elizabethan England. Students then use the handout to create a mind map showing the different reasons why poverty increased, leading to an explanation of the most significant factor. Students then make links to how the Gentry/nobility would view poverty and finishing with a review of the most significant cause of poverty in this period.

Lesson 17 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how education developed in Elizabethan England. A picture starter introduces the topic, leading to a video introducing the education development at the time. Students then explain how attitudes developed towards education, leading to a task where students assess how different classes and genders were impacted by educational changes. The lesson culminates in an explanation of how education grew, leading to a recap plenary reviewing the educational changes.

Lesson 2 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on who Bess of Hardwick was and why she was able to build Hardwick Hall. The lesson begins with an image starter, asking students to explore how people like Bess could build manor houses. Students then explore Bess from a video, moving on to the creation of a timeline of her life. From this students create a spider diagram showing how Bess was an effective businesswoman, then explaining how Bess was able to redevelop Hardwick. Finally students assess how far Bess was a typical member of the Elizabethan Gentry.

Lesson 16 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on reviewing the threats Elizabeth faced at home and abroad 1569-1588. The lesson starts with a ‘starter for 10’ recap of the key content, leading to a living graph assessing the extent of the threat faced at different stages (students use work books or text books) Students then write a plan for: Explain why Elizabeth faced challenges at home and abroad 1569-1588. You may use the following in your answer: • Excommunication by the Pope • Mary, Queen of Scots. You must also use information of your own (12 marks) Finally, assess whether Elizabeth would have felt more under threat in 1569 or 1588, leading to an exploration plenary of the reasons why Elizabeth was able to survive the challenges she faced by 1588.

Lesson 14 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the outbreak of war with Spain by 1588. The lesson begins with a source starter, establishing students existing knowledge of the Armada, leading to a discussion of why tension could outbreak in war based on existing knowledge. Students then use the information sheets to carousel around the different factors that caused war, leading to an extended written judgement and a corners plenary of the most important thematic reason in causing the war.

Lesson 15 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons why the Spanish Armada failed. The lesson begins by exploring the advantages and disadvantages of Phillip II’s plan, linking in other knowledge. Students then make inferences from an interpretation about the reasons for failure. A categorisation task allows students to explore the themes that caused defeat, leading to a judgement on the most significant. Students then revisit the interpretation and add in knowledge that supports and challenges the interpretation. Finally, students analyse the importance of the Armada as a propaganda victory, analysing the Armada portrait as a plenary.

This lesson explores how the US responded to VC tactics. The lesson starts with a rapid recap to review prior content, leading to a whiteboard discussion of why the US faced issues based on their young, inexperienced soldiers. Students then use the hand out to complete the chart exploring the strengths and weaknesses of various US tactics. The lesson then culminates in students exploring how the US/VC caused the various issues for the American troops.

This lesson focuses on the anti-war movement and how demands for peace escalated. The lesson starts with a picture starter, leading to a discussion over why opposition to the war increased after 1965. Students then complete a chart examining the different factors causing the growth in the anti-war movement, reaching a judgement. Two songs and their lyrics are then analysed to explore the role that songs played in influencing youth culture. Students then explore which anti-war slogans would have been the most effective at protests, leading a plenary vote on the most significant reason that impacted on the anti-war movement.

This double lesson explores what the My Lai Massacre was and how it influenced public views on the war. The lesson starts with analysis of a quote by Nixon, asking students to explore what the lesson is focused on. Students then use the video to note down why the massacre happened and what happened. A discussion then focuses on why students think the massacre occurred and who is to blame. Students then use a handout to explore how Charlie Company was and was not at fault, leading to an exploration of reactions to the massacre. Students then create a mind map of how the My Lai massacre contributed to US failure in Vietnam. Students then explore who they think was to blame for the massacre. The lesson culminates in planning and answering the following question: Write an account of how the Tet Offensive was a turning point in the Vietnam War (8 marks) - students can then write it up in timed conditions.

This lesson explores the events of the Tet Offensive and why it could be seen as a turning point in the Vietnam War. The lesson begins with a recap on why the US had been unsuccessful in the Vietnam War so far, leading to an introduction to Tet using two videos and students making notes on the events/impact. Students then use the hand out to examine Tet, highlighting Communist/US gains, leading to a completion of a table comparing how it was a Communist/US victory. Students then explore why it could be seen a turning point in the war, leading to a corners plenary.