Germany 1890-1945: Democracy and Dictatorship The focus of the lesson is to analyse the problems Hitler faced in January 1933 on becoming Chancellor. Students need to know and understand the background to Hitler becoming Chancellor in January 1933, which can be quite challenging given the complex political machinations involving the President, Papen and Von Schleicher. Students are given the context of Hitler’s rise to power, before using a revision thinking quilt to match key questions to specific key words and terms. There are also some excellent video links to bbc bitesize Students are thus prepared to tackle the GCSE exam practice question at the end. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to evaluate the problems the German people faced at home during World War II. Students are given lots of contextual knowledge with challenging and exciting tasks aimed at answering the typical GCSE questions set in the exam. They will judge how and why the war was a good thing for Germans at the beginning and why it became so bad as the war drew to a close. There is some excellent information taken from the BBC Bitesize website which the students have to recall and analyse in a thinking quilt and summarising pyramid. At the end of the lesson, the students will be ready to complete some GCSE questions with a simplified markscheme to help them. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship This lesson focuses on why the new Government was so unpopular and why there were so many political uprisings against it. Students have to question whether these putsches were merely political in nature or whether there were economic forces at play as well. Students also have to analyse the Spartacist rising and the Kapp Putsch and understand their causes and why they ultimately failed. There are some excellent links to video footage as well as a colour coding literacy thinking quilt. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship This lesson is an introduction to Kaiser Wilhelm II. It focuses on the background of Kaiser Wilhelm II, his family and relations, his paranoia and disability, but with a focus on the problems he encountered as a leader of a new Germany. Included in the lesson is a thinking quilt, a map of Germany, links to informative videos and a summarising pyramid at the end. This lesson comes complete with a tracking sheet and the noted exam skills required for the students to stick in their books. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This lesson aims to explain and evaluate the Allied response to Hitler’s reoccupation of the Rhineland. Students learn why this event was significant in the road to war and how Hitler’s gamble paid off. They analyse video footage of the time, complete a caption competition, a true or false quiz and a text mapping exercise before they answer a 12 mark GCSE practice question (with some guidance and help if required). The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the new spirit of co-operation between the Superpowers but understand the context as to why this collaborative approach ultimately failed. Students begin by examining the three baskets of agreement in the Helsinki Accords of 1975 and have to explain what was achieved by both sides, with argument words to help in a written activity. Furthermore they evaluate the failings of the SALT 2 talks and have to decide why the American Senate did not ratify this treaty. The plenary concludes with a find and fix activity. There is some GCSE practice on the narrative account question with some hints and prompts to help. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the development of nuclear weapons and their significance in the Cold War. Students will first learn the devastating effects of a nuclear fallout before examining why they were developed by the USA and how the Superpower rivalry spurred the Soviet Union on to develop weapons of her own in a comprehension exercise. Students will also complete a fill in the gaps exercise of how nuclear weapons were meant to act as a deterrent to a nuclear war. There is also some excellent Pathé news footage of the tests conducted at the time, from which students use inference to evaluate the real propaganda behind the headlines given. There is some GCSE question practice to complete at the end with help and prompts given if required. The final task is to complete a road map as students attempt to answer questions correctly to reach the safety of a nuclear bomb shelter. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to understand and discover how Stalin retaliated and reacted to the formation of the Truman Doctrine and Marshall Aid. Students are given the key information about the setting up of Cominform (to counter the Truman Doctrine) and Comecon (to counter Marshall Aid). Students will then have to evaluate how much help and support Stalin gave to Eastern Europe. They will complete this using an evaluation grid by colour coding the decisions made from not at all to significantly or extremely. This will enable them to complete a choice of two GCSE practice question, will help given if required including a student friendly markscheme. This resource also includes differentiated questions using Blooms taxonomy at the beginning as well as in the plenary to check understanding. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice and comes in PowerPoint format if there is a wish to adapt and change.

World War II The aim of the lesson is to question if it is right to help your enemy. Once the students decide what a collaborator is and the punishments involved, they have to make a judgement if they agree with collaborating in times of war or not. Their opinions are challenged throughout the lesson. They analyse the reasons for collaboration and complete a thinking quilt which challenges their literacy and evaluation skills. There are some brilliant sources to accompany the lesson, including visual images from the time as well as a case study of Chaim Rumkowski who helped the Nazis believing it was the key to Jewish survival in the ghettoes. The plenary is a retrieval practice activity deciding which is the odd one out. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

**AQA GCSE 9-1 Britain: Health and the People c1000 to present ** This is an introductory lesson and sets out to establish some key dates, people and discoveries associated with this unit of study. Moreover it introduces the concepts of beliefs, ideas and treatments through the different time periods and questions whether these improved or regressed over time. Students plot these key people, events and ideas on a timeline, which they can develop in the class and/or at home. I have also included a personal tracker which the students can stick at the front of their books and track various assessment points throughout the unit using different colours for achievement. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The Industrial Revolution This lesson aims to analyse the changing population demographic and the reasons why these changes were happening at the time. The lesson begins with a high tempo start revealing what’s behind the boxes and follows onto a true or false quiz using a clue mat. Each student is also given a character card and analyses how their person impacts upon the population changes happening. They have to explain these changes using various learning tasks, including an extended writing piece with help given if required Finally students have evaluate the various reactions people would have felt at the time and justify their decisions. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The Industrial Revolution The aim of this lesson is to introduce the new breed of Factory Owner in the Industrial Revolution What made Richard Arkwright such a success and how far did he change social and economic fabric of Britain forever? Students learn how he built up his business and the steps he took became a millionaire and questions how people at the time felt about this. Activities include completing a thinking quilt and a worksheet on the steps to his success with an explanation as to why, analysing video evidence as well as studying and evaluating text before making a conclusion at the end. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The English Civil War This lesson aims to explore the problems Charles brought upon himself to cause the English Civil War. Students are given information which they have to analyse and decide how and why there were opposing views from Parliament and the King on how to run the country. The use of contemporary accounts and propaganda posters will challenge the more able as well. Students justify who in their opinion is to blame for the Civil War and demonstrate their learning at the end of the lesson using factor and function symbols. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The English Civil War The aim of this lesson is to evaluate the devastating consequences that alleged witchcraft had on communities in Stuart England. Students will be posed questions such as: Why were the Stuarts so obsessed with witches and witchcraft? How and why did the Pendle witch trials cause so much historical notoriety and infamy? and How could you even recognise a witch and why should they be feared in the local community? These questions will be answered and explained in this lesson, which ultimately focuses on the Pendle witch trials and its results for English society as a whole, who soon lived in fear and terror for their lives. Activities include evidence collection, a true or false quiz, a literacy challenge as well as video analysis. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

World War II The aim of the lesson is to question how we should treat prisoners of war in Britain during World War 2. Students might be influenced initially in their thoughts by their prior knowledge of Nazi and Japanese treatment of captured prisoners. There is a discussion task with a number of scenarios which will allow the story to unravel of Italian and German prisoner experiences in Britain. Pathé news also has some excellent links to video footage of capture prisoners and the commentators emphasis on their good treatment and being given a square meal each day. A case study of Eden Camp in Yorkshire, site of a former prisoner of war camp, will enable students to analyse what happened there and if treatment was good, fair or bad. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

The Tudors The aim of this lesson is for the students to help Elizabeth with some tough choices on marriage. Who should she choose to marry if at all? Why was there so much pressure upon her to marry in the first place? Students prioritise the reasons for marriage on a grid before they analyse the potential suitors in Europe, complete with their availability and faults (on paper of course). They then have to decide who is the best of a bad lot and justify their decisions. Some excellent video evidence is included. The plenary focuses on a dinner date; students decide who Elizabeth would like to sit near to the most and who would be placed at the far end of the table. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show the devastating effect upon the soldiers, both physically and mentally from the new technological advances in warfare used at the beginning of the twentieth century. The weapons analysed, for example, include the use of the Lee Enfield Rifle, the machine gun, grenades, artillery shells as well as the use of gas. Activities include retrieval practice, the evaluation of the weapons used and their effect on the soldiers, the use of video evidence, a true or false and noughts and crosses quiz as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the events leading to the Berlin crisis of 1948 and the actions of the Allies to unite a divided Berlin into Trizonia with its new currency, the Deutschemark. Students begin by analysing maps of Berlin to understand its unique position in East Germany; they also use text to find out key information and decipher key words as well as evaluating how the crisis unfolded using a dual coding and text mapping exercise. The plenary requires the students to use causational equations to explain how and why the crisis happened. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with model answers given if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to assess then impact of consequences of the Bay of Pigs invasion during the Cold War. Students begin by analysing Castro’s personality in a literacy task, with key word indicators to help. They then have to decide, or not as the case may be, as to whether it was crystal clear if Castro was leaning towards the USA or the Soviet Union. The main task is to find out what happened at the Bay of Pigs, using video evidence and then evaluate the consequences of the invasion in the development of Cold War relations. There is some GCSE exam practice to finish on the importance of the invasion with help and a scaffold included, as well as a model answer for reference. .The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 This lesson aims to re-evaluate the importance of Berlin in 1958 during the Cold War. Students recap on previous events of the Berlin Blockade and Airlift using some retrieval practice. They will also decide which statements fits the criteria of being on the West or East side of Berlin and therefore evaluate why they was a brain drain crisis for the Soviet Union. Students will also learn about the Berlin Ultimatum and with some GCSE question practice evaluate the consequences of this as well as the summits organised by both sides. The final task is to answer some differentiated questions focusing on the learning from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.