This booklet covers all content for the AQA Democracy and Dictatorship: Germany, 1890 - 1945 unit, except for the persecution of minorities. I have chosen not to include that within this booklet, as we deliver it separately in order to give it the respect it deserves. This booklet is full of content, as well as comprehension activities to check a pupil’s understanding. After each section, there is an 8-mark exam question.

This lesson is very straight forward and helps students understand what it was and how it worked. The first slide will need to be changed, depending on the names within your school.

Simple lessons to introduce the Tudors to Y7s. This lessons helps to split individual events into categories so that students will be able to prioritise them.

This is a lesson designed for Y7 pupils in their first unit of the Ancient World. Pupils build a basic understanding of why Ramses II can be seen as ‘Great’.

This is a lesson designed for a mixed ability GCSE class. Starter: Students need to write on a post-it note a problem that Germany had in 1923 (by the end of the lesson they should be able to decide whether that problem was sorted or not) Main Lesson: (i) Students will need to research Stresmann’s economic policies (information sheet called Gustav Stresemann’s economic changes). With this then need to fill out their flow chart. (ii) Students will then need to do the card sort (first they need to take out what isn’t economic [this card sort will be used for 3 lessons that I will add to TES]). They need to decide if the information was a success or failure (economically). As an extension, students need to collect the Dawes Plan information and question sheet to complete (allow for all students to do this - if they finish early get them to copy out the Dawes Plan cycle). (iii) Students then need to copy the triangle of prosperity as well as the Dawes plan cycle. (iv) Show students the video on slide 6 to consolidate information. Plenary : Get students to re-evaluate their post-it notes and decide whether or not the problems still exist.

This lesson is straightforward and focuses on how/when/why the Suffragists were set up. At the end of the lesson, there is an opportunity for Peer Assessment with an exam style question.

Lesson Fourteen of the AQA Britain: Health and the People

Lesson how the Great Stink and the development of the sewers in London.

This was a lesson designed for a mixed ability Y7 class. The purpose of this lesson was to simultaneously teach source analysis skills whilst also teaching the reasons for the Magna Carta. (I received an Outstanding for this lesson in an observation). Starter: Students need to complete the differentiated questions on the board about Theresa May and Jeremy Corbyn. (There is a success criteria on the following slide). Main: (i) - After getting three students to read the information on slide 4, students will need to take the barons worksheet and move around the classroom find the information in the barons information A3 sheets (these are a series of opinions from the barons about what they think of King John and the state of England). This sheet is differentiated as the second column is an extension for those who finish quickly, as is the bottom box. (ii) - Think, pair, share. Students need to consider the questions on the board (if you wanted to, you could alter this into a mini-debate.) (iii) - Two possibilities on the board, students need to vote on what they think the Barons did. Once revealed, you could ask the students why they think that option was chosen. (Get the students to read the information on the board. (iv) - Show the information about the Magna Carta as a prelude to what could be taught in a subsequent lesson. (v) - On mini-whiteboards, get the students to write down what they think a source is. Then go through the examples on the board about what a source actually is. Then explain how we use a source with the next slide. (vi) - Nature; Origin; Message; Purpose - Explain this to students and how this is an easy and foolproof way of assessing a source. You could add your own example as a model. (vi) - Using the source packs, students need to collect a NOMP sheet and work in pairs or 3s to NOMP the 3 sources. (vii) - Bring the students back to focus. This will be the self-assessment section. There is another success criterion upon the board that they can mark against their own. (viii) - Once the students have completed this, they can attempt the questions on the reverse of the sheet. The students will need to be shown and have the provenance slide explained to them: Lower Ability - Answer Source A Middle Ability - Answer Source A & B Higher Ability - Answer all 3 sources. Plenary: Students need to use their mini-whiteboards to test each other on what they have learnt today.

This lesson is straight forward and focuses on what life was like for women in 1900.

This lesson is pretty straightforward and looks at why the Suffragettes were set up and how they were treated when they campaigned.

Lesson Four of the AQA Britain: Health and the People

Lesson One of the AQA Britain: Health and the People course.

Lesson Ten of the AQA Britain: Health and the People

Lesson Five of the AQA Britain: Health and the People

Lesson Eleven of the AQA Britain: Health and the People

This lesson covers how WWI & WWII helped in the development of surgery and technology.

This is the July Crisis lesson for the AQA Conflict and Tension: First World War 1894 - 1918 topic. It is differentiated with a 12 mark question.

An introductory lesson to the Renaissance.

This lesson shows how England moved to stone keep castles in the Middle Ages.

This lesson focuses on the Balkans Crisis and is made for the AQA GCSE History unit: Conflict and Tension: The First World War, 1894 - 1918. This lesson gets pupils to engage with the reasons why there were issues in the Balkans. Followed by a 4 mark source question.