1. Resources Home
  2. Elementary School
  3. History
  4. Contemporary history (1901 – Present Day)
  5. Monarchs and world leaders
The Second World War: Adolf Hitler; man or monster?

The Second World War: Adolf Hitler; man or monster?

This lesson is an introduction to Hitler which can be used either at key stage 3 or 4. It aims to challenge preconceptions and assumptions that Hitler was a monster from birth, determined to commit mass murder and genocide. His early life from his parents, schooling, his move to Vienna and his life as a soldier are scrutinised as students have many opportunities to make judgements which are ultimately challenged by the end. The lesson includes a lot of visual evidence (such as Hitler’s propaganda posters) and well as video evidence of his life as a boy. There is a differentiated research activity in which there is a chance for students to conduct their own independent investigations before reporting their final conclusions to the class. This lesson would also be ideal for a non specialist.
Pilgrim17
History? ?? Take Cover!!!

History? ?? Take Cover!!!

Presentation contains 30 activities designed for use as a starter or plenary for Key Stage 3 History which focus on different periods of history and will promote research skills. Presentation has similar structure to “Geography? Take Cover” and “Religious Education? Take Cover”. Presentation can be used as a teacher led activity. Answers are given to all 30 challenges and all 30 activities are also available in a printer friendly mode to facilitate homework or give support for non specialist cover lessons. Presentation can also be used as an enjoyable “end of unit” activity. The whole presentation contains 93 slides and hyperlinks are embedded throughout.
20JET12
Vietnamisation (Edexcel GCSE 1-9)

Vietnamisation (Edexcel GCSE 1-9)

Tthis lesson is focused upon the changed implimented under Nixon, namely, The Nixon Doctrine & Vietnamisation. No textbook is required I have included all resources / WAGOLS / differentiated sheets / video clips etc .. Lesson begins with a recap of Johnson leaving office and Nixon's approached to the War. students study each approach to then complete a starter sheet and reflect upon the impact each one may have on the War (Positive & Negative). students are then introduced to the Nixon Doctrine where they will watch a video clip (embedded) also more video links provided in the description - students are then enabled to to explain how this may affect the war and public opinions of the war. Students are introduced to Vietnamisation though various sources and a definition (clip included to watch from YouTube). students then engage in a discussion based activity to argue how different people may interpret the process of Vietnamisation (North Vietnamese General - US General - South Vietnamese Politician - Us citizen). The rest of the lesson is based around exam practice and technique i have included sources/ interpretations / structure support / differentiated source / interpretation evaluation sheets for less able & WAGOLS for ALL of the following questions: 1. How useful are sources A and B for an enquiry into.. 2. What is the main difference between the views of interpretation 1 and 2. 3. Suggest one reason why interpretations 1 and 2 give different views about the extent to which Vietnamisation was a success. WAGOLS are evaluated to show student how and where marks have been gained. further advice can be found in the description of the presentation / easily enough for more than one or two lessons.
morlem
How successful was the NEP?

How successful was the NEP?

Lesson focussing on the NEP. Bits and pieces stole here and there from people. Students were able to grasp why it was a betrayal to Bolshevism and ended with 10 mark question for homework. This was more to show students the requirements needed at GCSE level. The extract is there for any high achievers who would excel reading more complex information.
jlincoln1
Nazi Germany & the Rise of a Dictatorship: Lesson 15 Who suffered the most under the Nazis, 1933-39?

Nazi Germany & the Rise of a Dictatorship: Lesson 15 Who suffered the most under the Nazis, 1933-39?

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.
planmylesson
Nazi Germany & the Rise of a Dictatorship: Lesson 13 What was life like in the Nazi Police State?

Nazi Germany & the Rise of a Dictatorship: Lesson 13 What was life like in the Nazi Police State?

Students learn about the Nazi Police State through a student-led game. Students are introduced to a character living in the Nazi Police State. They have to remain in character during the game. There are various challenges to complete depending on who they are, for example if they are in the Gestpo they will need to identify enemies of the state. As students play the game they become to understand that no one is safe. As always there are clear instructions and differentiated resources.
planmylesson
Nazi Germany & the Rise of a Dictatorship: Lesson 10:  What was the Night of the Long Knives?

Nazi Germany & the Rise of a Dictatorship: Lesson 10: What was the Night of the Long Knives?

Students learn about the main reasons why Hitler eliminated the SA. through a card sort (categorizing and prioritising activities). They write up their views about why Hitler chose to execute the leading members of the SA (support provided for less able). There are also source based challenge activities to prep the more able for GCSE style questions. As always a step by step guide and high-quality differentiated worksheets.
planmylesson
The Stickman Study Guides - The Assassination of JFK

The Stickman Study Guides - The Assassination of JFK

This is a revision/study guide inspired by my own classroom experiences. My pupils have always been amused at my stickman images and I tell them that, "One day I'll make them into a book." Well, this is sort of a book. I am currently making an entire series of Stickman Study Guides for the topics I teach. They are not artistic masterpieces, sometimes the colouring goes outside the lines and you might even see the odd smudge - but that's the fun part! When I use these with my pupils I often remove the text sections, and ask them to compose what it should say. On other occasions, I provide the text and ask them to draw the image. It's up to you. They can nothing more than study notes the night before an exam. This one focuses on the assassination of JFK, in 1963. Keep an eye out for the rest of the guides over the next few months.
richiec2301
Edexcel GCSE History - Crime and Punishment in Britain, c1000-Present (Complete Unit)

Edexcel GCSE History - Crime and Punishment in Britain, c1000-Present (Complete Unit)

Edexcel GCSE History, Crime and Punishment in Britain, c1000 to Present. Complete unit of lessons for each of four time periods. Topic 1: Crime and punishment in Medieval England, 1000-1500 Topic 2: Crime and punishment in early modern England, 1500-1700 Topic 3: Crime and punishment in eighteenth and nineteenth century Britain, 1700-1900 Topic 4: Crime and Punishment in modern Britain, 1900-Present
MrTHistory