AQA GCSE Conflict 1894-1918; The War at Sea

AQA GCSE Conflict 1894-1918; The War at Sea

A video observation and question recall lesson to accompany Episode 4 of ‘World War One in Color’ Killers at Sea https://www.youtube.com/watch?v=k6Wpfv4aiDA&t=283s Lesson involves short sequential questions based upon video, with plenary/summary questions at end. GCSE AQA Conflict 1894-1914
mobaynham
KS3 Assessments

KS3 Assessments

A range of assessments which cover topics often taught to KS3 students. Grade boundaries are linked to the new 9-1 grading system.
franshah
YEAR 9 - Final Examination Paper

YEAR 9 - Final Examination Paper

All you need to test your students for the Year 8 History .Quiz, revision activities and a long exam paper. The topics that are covered are: World War 1, Interwar Years, World War 2 and Cold War. The duration of the paper is 1 hour and 30 minutes. Get it you will not regret it!
MrFokion
Russia 1900 - 1924

Russia 1900 - 1924

Russia 1900 – 1924 is a text that can be used at both: • KS3 & • GCSE/iGCSE History Russia 1900 – 1924 covers all the key themes and ideas of this dramatic epoch in Russian history. Students are introduced to complex historical concepts in a clear and interesting way. Russia 1900 – 1924 brings to life the dramatic changes that the country witnessed in the first quarter of the twentieth century. Using original documentation the text helps the student develop the necessary skills of historical interpretation and analysis. Russia 1900 – 1924 also enables the student understand and explain historical sources, using language that is appropriate for GCSE. Russia 1900 – 1924 charts the long, short and immediate factors that are crucial when answering GCSE questions in exams. Russia 1900 – 1924 contains 126 pages and is a complete unit of work.
ahamid
Introduction to History Test

Introduction to History Test

Test on chronology, anachronism, centuries, History interpretation, History hypothesis and History Sources (artefacts, documents, pictures)
MrFokion
History Interpretation (Alexander Fleming story)

History Interpretation (Alexander Fleming story)

By the end of this lesson your students will know what is History interpretation and they will be able to describe and discuss the story of Alexander Fleming and who deserve the credit for the discovery of Penicillin.
MrFokion
Mane and Somme Battle during World War1.

Mane and Somme Battle during World War1.

This resource explains the significance of the battle of Somme and Mane during the World War 1.It explains the tactics and warfare during the period. The resource why the two battles were important during the World War 1.
geo_pal2000
Battle of Durkirk  and Battle of Atlantic

Battle of Durkirk and Battle of Atlantic

The resource explains the battle of Durkirk and the battle of Atlantic. The study explains why the battle was fought and the significance of the battle. The study explains the strategies used in the battle and how it was fought. The resource contains sources and photographs and activities.Made for History students for the study of World War 1.
geo_pal2000
Russia 1894-1917 Causes of the Bolshevik Takeover

Russia 1894-1917 Causes of the Bolshevik Takeover

Ideally for a Key Stage 3 lesson or two depending on pace. It covers the long term problems faced by Tsar Nicholas II and goes right up to the 1917 October Revolution. There are tasks on the handout and video links in the PPT.
MissLHunt
Causes of The First World War

Causes of The First World War

This resource explores some of the causes of the First World War. It contains a lesson plan & some worksheets on Militarism, Alliances, Imperialism and Nationalism. A great resource that would work well as a one off introduction to the First World War or as part of a series of lessons on the First World War. Hope you enjoy!
JosephMukuka
IGCSE Medicine Knowledge Organiser

IGCSE Medicine Knowledge Organiser

Edexcel IGCSE Knowledge Organiser Full Course - 1848-1948 - Follows Edexcel textbook. Links at the top to video playlists, quizlet flash cards sets and example exam questions May want to delete the textbook link Sound not working, haven’t uploaded sound files. Can send if you want them - message me through here.
stbeachc01
Famous World War One & Two People Top Stars Card Game set of 27 History End of Term Activity

Famous World War One & Two People Top Stars Card Game set of 27 History End of Term Activity

Set of 27 Famous people who played important parts in World War One and World War Two Top Stars cards. Students choose a category and if theirs is higher than their friends’, they keep the played cards. Useful to give them a background of some of the main names from the periods. Includes a page of ‘backs’ so you can print back to back, double sided. They should print out the correct size for the smaller laminating pouch card sizes if you wanted to laminate them. Could also be printed larger for posters. Publisher and Pdf files included. Useful as a starter or end activity.
mikedean
Why did Germany surrender in 1918?

Why did Germany surrender in 1918?

Learning objectives: Identify factors leading to the end of WW1 (Grades 3/4) Describe how specific factors caused the German surrender (Grades 5/6) Explain which factor was the most important and why (Grades 7+)
benjaminobaker2
What was life like on the Home Front in World War 1?

What was life like on the Home Front in World War 1?

To identify how people’s lives changed during WW1 Identify how life changed on the Home Front (Grades 3-4) Explain ways that people’s lives changed for better or for worse (Grades 5-6) Evaluate the changes to people’s lives and consider which were the most important and why (Grades 7+)
benjaminobaker2
The Battle of Gallipoli (World War 1)

The Battle of Gallipoli (World War 1)

To use details from the Battle to consolidate knowledge of life in the trenches Grades 3-4 - Describe life in the trenches in Gallipoli Grades 5-6 - Explain living conditions in Gallipoli for the soldiers and why they were fighting there Grades 7+ - Compare the experiences of soldiers in Gallipoli to those in Europe
benjaminobaker2
Trench Re-enactment - World War 1

Trench Re-enactment - World War 1

Learning objectives: Understand the layout of trenches and No Mans Land. Demonstrate the effectiveness of trenches for defence rather than attack. Experience the difficulties faced by soldiers attacking a trench.
benjaminobaker2
What was life like in the trenches during World War 1?

What was life like in the trenches during World War 1?

Learning Objectives: Define what is meant by the Front Line. Explain key features of life on the Front Line. Rank the different dangers facing soldiers on the Front Line. Success criteria: Demonstrate understanding by completing a “Tommy’s Guide to the trenches” on your sheet through a range of carousel activities focusing on different aspects of trench life.
benjaminobaker2
From assassination to war - How did World War 1 break out?

From assassination to war - How did World War 1 break out?

Learning Objectives: To identify reasons why the assassination of Archduke Franz Ferdinand led directly to war To explain the chain of events before and after the assassination To evaluate the causes of WW1 by placing the assassination into the context of other factors
benjaminobaker2
How did a sandwich start WW1? (Assassination of Franz Ferdinand)

How did a sandwich start WW1? (Assassination of Franz Ferdinand)

Learning Objectives: To identify key facts about the assassination of Franz Ferdinand To explain the causes of the assassination and what happened To evaluate the consequences of the assassination and how it triggered WW1 PLEASE NOTE this lesson refers to the “Days that shook the world” episode showing the assassination of Franz Ferdinand but I don’t own the copyright for this file so cannot include it. It should be easy enough to find on youtube etc.
benjaminobaker2
What were the long term causes of World War 1?

What were the long term causes of World War 1?

Learning Objectives: To identify at least 2 causes of WW1 To identify the long and short term causes of WW1 To explain how each cause made WW1 more likely To make links between the causes and evaluate which was the most important
benjaminobaker2
How did Alliances lead to World War 1?

How did Alliances lead to World War 1?

Learning Objectives: To identify what an alliance is and why countries enter them. To describe who was in the alliances and explain the strengths and weaknesses of the alliances To evaluate which of the alliances was the strongest; justifying why
benjaminobaker2
Introduction to WW1

Introduction to WW1

Learning Objectives: To identify key facts about WW1 To begin to explain important details about WW1 To consider the significance of WW1 as an event in history
benjaminobaker2
AQA GCSE History Medicine and War

AQA GCSE History Medicine and War

GCSE AQA History Medicine and War. This lesson encourages active learning and students taking ownership of their own learning by working in teams to investigate the relationship between medicine and war. Work stations will be set up around the room, which students will visit to learn about the different links between war and medicine. Students will evaluate an example answer and will use this process to inform their own planning, before then completing their own written response. Students will have the opportunity to take part in both self and peer assessment.
jayp74
Trench conditions - 14 page lesson pack

Trench conditions - 14 page lesson pack

In this lesson students read through detailed background knowledge before completing a card sort activity to explain both the terrible aspects of the conflict as well as some of the more positive elements. This is a great lesson because the level of depth and detail acquired is top notch and because it offers students the opportunity to review two sides of an argument. It leads in really nicely to a piece of written or assessed work and I hope your students get as much from it as mine always do. The lesson includes two copies of a 25-piece evidence sort, one of which is colour-coded for students who require additional support.
danguiney
9-1 Edexcel History Learning/Topic Placemats for Russia and the USSR 1917-41

9-1 Edexcel History Learning/Topic Placemats for Russia and the USSR 1917-41

9-1 Edexcel History Learning/Topic Placemats for Russia and the USSR 1917-41 Written in PowerPoint Topics Covered: The Revolutions of 1917 Stalin’s Rise and Dictatorship Economic and Social Changes Topic 2 - The Bolshevik’s in Power - is available for free from my shop (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: Historical Context - through timelines, picture prompts and key words Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. Better Literacy – through selected ‘language for learning’ vocab box. Memory prompts to support revision – through the use of carefully selected images. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. The reverse side contains guidance on EXAM TECHNIQUE through: Identifying the nature of the question styles for each GCSE Unit and the allocated marks available Examiners levelled mark schemes Support writing frames with generic sentence starters
awithey