The Suffragettes The aim of this lesson is to question the motives of Emily Davison. Did she really mean to kill herself or was it a protest that went drastically wrong? Students learn what a martyr is and then sift through the evidence of her handbag to make a judgement. However not is all as it seems as conflicting source and video evidence only serves to add confusion to the debate. The plenary also requires the students to question whether she can be called a martyr or not and whether she helped the suffragette cause. This is a fun, engaging and challenging lesson which requires students to evaluate and make judgements using evidence as well as getting them to justify their opinions. There is also a chance of role play if you feel daring or not as the mystery of her death unfolds. 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.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 This lesson questions to what extent the Nazis achieved their aims in relation to young people. The lesson begins with an introduction to the youth of Germany and their importance, both girls and boys, within the Volksgemeinschaft. Students then analyse the aims of the Nazis education policy, its education and youth leaders and are then questioned over the role education played within Nazi Germany. The lesson then switches to the Hitler Youth and similarly the students have to answer a number of questions relating to its policies and aims. A graph of the membership of the Hitler Youth is also evaluated as with youth successes and failings. Some exam question practice will consolidate learning at the end of the lesson, which also includes Youth opposition to Hitler’s policies, so that the aims of the lesson can be addressed. There is a comprehensive markscheme included if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

The aim of this lesson is to gauge the weaknesses of Papen’s Government in the prelude to Hitler becoming Chancellor. Students begin by referring back to Bruning’s Government and the reasons for its collapse. They then have to decide the options open to Papen in forming a new Government and are given various scenarios to consider. A case study is also given for Papen’s actions in Prussia and his abuse of his constitutional power. This will help the students complete some exam question practice at the end of the lesson. Some help with structure and a model answer have been included if required. They will also be required to analyse the election results in 1932 and their wider implications for the country. Some clear questioning is used to steer the students to look for trends, implications and significance. The plenary task consolidates the learning of the lesson with putting questions to the answers given. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the use of Nazi terror in enabling Hitler to consolidate his power in 1933. Students begin with some source scholarship using a primary source to describe the evening of 30th January. The lesson is then split over six parts: i) Nazi violence against political opponents ii) the Reichstag Fire ii) the use of legal powers iv) the March election of 1933 v) the Enabling Act vi) the Pact of 1933. This lesson will therefore be delivered over two with regard to the large amount of content to cover. Students are questioned throughout the activities, including a case study on the Reichstag Fire as to whether it was a deliberate act. Students will be given a number of sources to evaluate to come to their own conclusions. The lesson also includes a plenary on deciphering some of the key words used in the lesson as well as some source exam practice, with help given if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the state of the Republic by 1924 as a consequences of risings from the left and right. As there is a lot of information in the lesson, students are given an overview of the learning in the lesson and what is covered. Students begin by rating how serious six political uprisings were and be able to justify their choices. They also have to summarise the reason why coalition governments made the Republic so weak, using information provided. Case studies also focus on the Spartacist Uprising, the Munich Beer Hall Putsch and political assassinations. This will enable students to tackle a source based question on the political instability of the Weimar Republic between 1919-24. The lesson comes complete with a generic marksheme and question planning sheet. The plenary is a find and fix task, recapping on learning from the lesson. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is threefold; to understand the beliefs and treatments of the Black Death, to recognise why these had a detrimental affect on medicine and to understand the similarities between the Black Death of the 14th Century and the Plague of the 17th Century. This lesson can be delivered over two, owing to the content and challenge. There are numerous learning tasks for students to complete, from tabling the symptoms of the disease, using sources to map out the beliefs and treatments at the time, a thinking quilt, as well as plotting similarities on a skeleton hand and tackling two GCSE practice questions. A find and fix task at the end checks understanding and challenges student thinking. 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 for writing this lesson is to challenge the traditional view that Jack the Ripper targeted prostitutes or sex workers in Victorian London. Whilst much has been written about the Jack the Ripper and how clever he was to avoid detection, very little has been written about the lives of his victims. Therefore with this in mind, students will learn how difficult it was for Victorian women to lead comfortable lives as marriage, children, work, alcoholism, the workhouse and poverty took its toll on them. Students begin the lesson with an overview by learning what is known about Jack the Ripper, who he killed and how the police had little evidence or clues to go on. There is a video link and a true or false activity to complete this. They will then have to use a number of images to decide how hard life was for Victorian women and the pressures they were under. A differentiated missing word activity can be completed to piece together many of these problems, based on the lives of the five women murdered. A case study of Annie Chapman, the Ripper’s second victim, will centre around her privileged life before alcoholism took over, forcing her to separate from her husband and children as she moved from a village near Windsor Castle to the doss houses of Whitechapel. Here, students have to colour code the main factors and problems which affected her life. An extended writing task can then be completed, with a writing structure and key words given to help if required. The plenary poses some differentiated questions from the learning completed in the lesson. 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. A big thank you goes to Hallie Rubenhold, whose fabulous book ‘The Five: The Untold Lives of the Women killed by Jack the Ripper’ inspired me to write this lesson.

The Norman Conquest This lesson has two aims; to discover if medieval towns were dangerous places to live and to question how dirty and unhygienic they actually were. Students learn how Medieval towns grew up through Charters and Guilds and how shops and their names and surnames became intertwined. An exercise tests their ability to interpret shop signs. They analyse a number of statements about the dangers facing townsfolk and evidence this on a road map (or dirt track) using danger symbols and accompanying road signs. The second part of the lesson focuses on the filth and dirt of Medieval towns and questions how much the local authorities did. Students evaluate how hygienic towns were, colour coding thermometers and rating each step taken by the local authorities (or not as the case may be). This lesson is therefore designed to be interactive, fun, challenging and engaging and could be used over two lessons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate to what extend Elizabeth presided over a Golden Age. Students are introduced to the concept of an Elizabethan Golden Age. They focus on achievements in the arts, popular culture, improved communication and education, patronage and increasing wealth to decide to what extent a Golden Age existed, or whether it was a myth created by a very astute monarch who used propaganda extremely cleverly to put across a cult of Gloriana. There are video links and images to accompany the lesson, culminating in some exam proactice at the end. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The Tudors: England 1485-1603 The aim of this lesson is to assess the strengths and weaknesses of Elizabeth’s government. Students will analyse a number of key institutions of Government ranging from Parliament, the Royal Court and the Privy Council on a national level to Justices of the Peace, Sheriffs and Lord Lieutenants on a local level. There are a number of slides within this PowerPoint and it is therefore recommended to deliver it over two lessons. Students will also learn details of conflicts Elizabeth had with Parliament and her Privy Council, the factions which developed in her reign and how she was able to overcome these through her diplomacy and strength of character. A 20 question quiz concludes the lesson as well as some exam question practice if required with some guidance and a mark scheme provided. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCSE 9-1 Britain: Health and the People c1000 to present The aim of this lesson is to make the factor question (4) more accessible to students. A question that we think is an easy one for them to answer in fact causes the students the most difficulty. I find students begin to panic and forget everything they have learnt over the course; many answers become scrambled into meaningless waffle or into a few sentences on some individual stories. Sadly I begin ask myself where are all the individuals we have learnt about over the whole unit of work and their breakthroughs and impact on medicine? This lesson can be delivered over two as there is quite a lot of information to get through. A ‘model’ answer is given to them, only for it to be dissected and the ‘waffle’ identified and highlighted. Some key assessment tips and advice from the exam board to their markers is shared to show students how to create a model answer reaching the higher boundary grades. Students can be properly assessed using recent specimen questions which come complete with an up to date mark scheme from the exam board and my own student friendly mark scheme to peer or self assess in class, where they are shown how they can improve. Further activities include revision on how to categorise the factors and topics which could possible come up in forthcoming exams. It is inevitable that this question will undoubtedly become more demanding and specific as the course embeds itself. 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.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand how Public Health reached a crisis point and why the Government was finally persuaded to make Public Health its priority from its previous laissez-faire stance… Students will learn about 5 key figures (Chadwick, Snow, Bazalgette, Booth and Rowntree) and their attempts to change the health of the nation, from tackling cholera, miasmas and sewage, to the passing of Public Health Acts. Moreover, students will evaluate why attitudes changed and how the Government realised a healthier workforce was needed to compete with challenges to the Empire from abroad. Each of the five individuals are analysed and their work scrutinised to judge how effective their recommendations or improvements were, culminating in a decision as to who made the most significant contribution to Public Health. The lesson includes worksheets for all the individuals, GCSE practice questions on factors and source analysis, quizzes and video links throughout. There are also plenaries for each individual to check understanding and recap on their contribution to Public Health. This lesson is fully resourced and can be delivered over two-three lessons. 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 aim of this lesson is to decide who rules in Medieval England - the Crown or the people? As the lesson unfolds the overriding question becomes more challenging; in the short term the Peasants’ Revolt ultimately failed but the consequences in the longer term for the people were much more positive. The scene is set with each student taking on the role on a peasant and spokesperson for their village. They complete a grid sheet throughout the first part of this lesson to clarify their significance in the village. As the demands of the King become ever more unacceptable, they have to make choices, using a quiz to choose the correct actions to take, gaining or losing points in the process. This can be completed as a class or independently. The second part of the lesson examines what happened to Wat Tyler – piecing together evidence from the King’s supporters at the time. Ultimately they will write a narrative account of the Peasants’ Revolt using differentiated tasks which give guidance and help if required. They continue to plot the power struggle between the king, the church, the barons and the people on a graph in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies Homework ideas PowerPoint format, which can be changed to suit

The Holocaust The aims of this lesson are to explain how discrimination and persecution of the Jews within Germany led ultimately to their extermination and genocide. Therefore this lesson must be delivered with care; it is also recommended that it is taught and delivered over two lessons. The first part of the lesson is to explain the increasing persecution of the Jews within Germany as students analyse the events of Kristallnacht and evaluate its significance as a prelude to the holocaust. There are worksheets to accompany and excellent video footage explaining the carnage that followed. The second part of the lesson focuses on the Nazis change of direction on the Jewish question as war prevails and the Jews are rounded up and put into Ghettoes. Students study the Human Rights Act of 1998 and prioritise which are the most significant and meaningful rights to them. They then apply these right to what happened in the ghettoes and focus on which rights were taken away from the Jews living in them, much to their horror and anger. The final part of the lesson looks at the Wannsee Conference and the different ways the Nazis tried to exterminate the Jews. The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. There is an accompanying source task and more excellent video links to life in the ghettoes and the Wannsee conference of 1942. The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.

Historic Environment Question for 2024 This nine page Revision Guide is aimed at students to help study, organise, revise and be prepared for the AQA GCSE 9-1 Elizabethan England 1568-1603 Historic Environment question for 2024. I have included 6 possible questions for GCSE exam practice on the themes I believe stand out in the literature provided. Within the guide itself, I have broken down the main details of the Americas and Drake’s circumnavigation into manageable chunks. This guide focuses on the main concepts prescribed by AQA. For example it examines the location of the New World and its growing importance for Drake and his fellow navigators, the function and structure of seafaring as new navigational techniques and ship design allowed more exploration. It will also analyse the people connected to Drake’s circumnavigation including Sir John Hawkins and Diego as well as giving information on Drake and the different interpretations of him at the time. Furthermore the culture, values and fashions connected with Drake’s circumnavigation are examined as untold riches such as feathers, pearls, jewels and gold became essential accessories for the fashionistas of Elizabethan England. Finally important events are linked to Drake’s voyages from his initial slave excursions to his revenge attacks on Spanish shipping and his circumnavigation, as well focusing on the detailed maps and illustrations in his diaries and journals of new lands he discovered. All the information and more included is advised by AQA through their Paper 2: Shaping the nation resource pack guidance. I have also gained a brilliant insight into the Americas and Drake’s circumnavigation from renowned historians such as Ben Johnson, Miranda Kaufman and the superb Professor Jowett, as well as numerous other sources, including the fabulous BBC History Today magazine and podcasts. The resource comes in PDF and Word formats if you wish to adapt and change. Any reviews on this resource which would be much appreciated.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the success of Nazi efforts to coordinate the Churches in Germany. This lesson is split into two. The first part focuses on the Catholic Church and students begin by being given the context to Hitler’s Catholic background, Catholicism in Germany pre-1933 and why he believed the Catholic Church proved a threat to the volksgemeinschaft. Students then have to analyse Nazi policies towards the Catholic Church, such as the Concordat and rank them in order severity. They also have to decide how these policies weakened the power and influence of the Church. There are case studies on the Pope which investigate the Pope’s actions and responses to Hitler ,as well as the significance and the resistance of Cardinal Galen This section concludes with some source analysis, focusing on the tone used in the language of two sources before the students have to decide the successes or failings of these coordinating policies. The second half of the lesson introduces students to the importance and history of the Protestant Church in Germany. Students identify which Nazi policies might align with Protestant Church interests. before completing a chronological task on the policies introduced by the Nazis and their attempt to create a Reich Church. There are case studies on Martin Niemoller and Dietrich Bonhoeffer, their actions and opposition to the Nazis and the setting up of their Confessional Church. Students can then complete some exam question practice with a comprehensive markscheme to help if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of the ‘neue Sachlichkeit’ in Weimar Germany and question to what extent it was welcomed by all groups in German society. The lesson begins with an introduction to how tolerance and a reduction of censorship brought with it a new cultural and political freedom with experimentation in the arts. Students then have to prepare a essay practice question using images and information on how Germany was changing and challenging old norms. A summary diagram and some links to today are made to show how far reaching some of the changes and new ideas were. There is also some source practice as well to complete for homework if required, complete with a planning sheet and generic markscheme. The plenary uses the octagon technique to check learning and understanding from the lesson. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

This 40 page revision guide is tailored to the Edexcel Weimar and Nazi Germany 1918-1939 specification for GCSE 9-1. It is broken down into 4 main sections: The Weimar Republic, Hitler’s rise to power, Nazi control and dictatorship and life in Nazi Germany. This revision guide includes 21 GCSE practice exam questions throughout on the 6 main questions and gives examples on how to answer each using model answers. This will enable all learners to achieve the higher grades required by the exam board, including the skills of explanation, inference and interpretation as well as source utility. The information is also broken down into an easy to use format to aid the students in their revision programme. I have also included some useful mnemonics for specific areas of study which have really helped in the past to remember subject content. This Guide has been designed to be engaging, detailed and easy to follow and come in PDF format. It can be used for revision, interleaving, homelearning as well as class teaching. Any reviews on this resource would be much appreciated. Please email me for a free copy of my Edexcel Weimar and Nazi Germany revision summary guide if you do.

Edexcel GCSE 9-1 Medicine Through Time c.1250 to present. This 42 page revision guide is broken down into 5 main sections: Medieval Medicine, Renaissance Medicine, Medicine in 18th and 19th Century, Modern Medicine and the Historic Environment, British sector of the Western Front . This revision guide includes 29 GCSE practice exam questions throughout on the main questions and gives examples on how to answer each using model answers. This will enable all learners to achieve the higher grades required by the exam board, including the skills of description, explanation, interpretation, change and continuity, source utility and cause and consequence. The information is also broken down into an easy to use format to aid the students in their revision programme. This Guide has been designed to be engaging, detailed and easy to follow and comes in Word and PDF format if there is a wish to change. It can be used for revision, interleaving, home learning as well as class teaching. Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth up to £3.50 if you do.

Edexcel GCSE 9-1, Superpower relations and the Cold War, 1941-91 This 22 page Revision Guide is tailored to the above Edexcel specification for GCSE 9-1. It is broken down into 4 main sections: Origins of the Cold War, Increasing tensions, Détente and the end of the Cold War. I have been inspired to write this Revision Guide on account of the students I teach struggling with the course content of this unit and applying the skills in how to answer the GCSE questions. This Revision Guide therefore includes 21 GCSE practice exam questions and gives examples on how to answer each, using model answers. This guide will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The questions target consequence, significance and analytical narrative with a focus on analysing events and finding connections that explain the way in which the events unfolded. The information is also broken down into an easy to use format to aid the students. The guide can be used for revision, interleaving, home learning as well as class teaching. For home learning, each student taking GCSE History has a copy assigned to them on a google drive and it is used frequently when using google classroom assignments such as revision for assessments. This Revision Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit in Microsoft Word and PDF format. Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth up to £3.50 if you do.