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GCSE History AQA: Germany 1890-1945 - Focus on interpretation questions

GCSE History AQA: Germany 1890-1945 - Focus on interpretation questions

Sheet used for pupils to focus on the 3 interpretation questions on Paper One of the new GCSE. Sheet includes 2 interpretations, 3 questions with guidelines for the pupils on how to answer each question. This worked really well for my pupils and provided an good assessment of progress while giving them a helping hand. Sheet is easily adaptable for any interpretations
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AQA GCSE History:Conflict & Tension: Lessons 1-5 - Treaty of Versailles set of lessons

AQA GCSE History:Conflict & Tension: Lessons 1-5 - Treaty of Versailles set of lessons

Bundle of lessons for the new GCSE specification: Conflict and Tension. Lessons begin by looking at the state of the major countries at the end of World War One. This is then used to explain the differing viewpoints and rationales of the ‘Big 3’ at the the Versailles Conference. Students create a ‘Revenge-o-meter’ in order to understand clearly how the views of the 3 differ. In the second lesson the class begin to look at the potential problems involved with trying to reach a compromise. Lesson 3 looks at the terms of the treaty, linking these to a mnemonic to aid revision. There is also source work at the end of the PPT, using a commonly used exam source. This is recapped in lesson 4 which then uses 4 sources where pupils interpret cartoons to judge how each country felt about the resulting treaty. This is then consolidated using textbook work. Lesson 5 finishes the theme by examining how pleased each of the Big 3 were with the treaty before looking at how other losing countries were treated after the war. Students are encouraged to make comparisons between this treatment and the treatment of Germany. Finally the lesson uses information about Poland, textbook work and a source to look at possible future problems for the Allies, created by Versailles. All lessons have printout versions of worksheets at the end of the presentation. Lesson 1 makes use of the Modern World History for AQA: Core Students Book New Edition (AQA Modern World History 2009) - if not available this can be replaced by other source/video material. Lessons also use the new Oxford AQA Conflict and Tension textbook (green cover)
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AQA GCSE Historical Environment 2018 - Pevensey Castle Lessons

AQA GCSE Historical Environment 2018 - Pevensey Castle Lessons

3 Lessons I used to introduce my class to the Historical Environment of Pevensey Castle and link it into their existing knowledge. Lesson 1 recaps on previous knowledge and gets class to think about the best locations for a castle to be built and justify their decisions. The lesson then looks at the site and building of Pevensey (I’ve tried to ‘drip-feed’ as many of the provided AQA sources as possible). There is a labelling task (I’ve tried to mix up the tasks as much as possible otherwise these projects can become very dry and lecture-like). Lesson 2 - focusses more on Pevensey and examines WHY William chose that particular spot. Pupils then look at why the Normans kept an interest in Pevensey and actually improved it. There is some group/paired work to begin with and then some comprehension work using some of the provided sources - I’ve tried to pick out the key bits from the sources and provide them in an easier-to-digest way - the sheets are all included for use/editing. Lesson 3 - works a bit as a recap/introduction to the events after William I’s death - this was useful for my class before their mocks and also linked in the idea of primogeniture. The task also then links back into the importance of Pevensey and why it was involved in the clashes between William’s sons. The lesson then looks at the exam question, how to approach it and I have given the class a few questions I think might be likely (on the ppt) and asked them to plan around them in pairs. All sheets referred to in the PPT are attached - As mentioned previously, I have tried to adapt the sources given to us by AQA into something more manageable - these can be used as they are or edited to suit. The textbook referred to in Lesson 1 is AQA GCSE History: Norman England, 1066-1100 by Helena Clarke. The Video referred to in Lesson 2 is from the BBC - '1066: A Year to Conquer England feat Dan Snow - We have a copy at school - should be available on the internet somewhere, if not, it can be replaced/missed out - the clip shows the weather and conditions William faced as the Normans tried to invade - it’s included in the lesson to again, try to mix it up a bit!
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AQA GCSE History: Normans - Lessons 11&12 - Feudalism and Government

AQA GCSE History: Normans - Lessons 11&12 - Feudalism and Government

Created for the new AQA GCSE: Lessons recap on William’s attempts to keep control of England before focussing on the feudal system. Similarities and differences between the Norman system and the Anglo-Saxon are identified and pupils learn how William and the Normans used the feudal system to increase control. Homework and lesson 2 focus on the Norman use of military service and their systems of government (there is again some focus on similarities and differences). Key terms of primogeniture and feudal incidents are also covered. Lessons conclude with a ‘How convincing is this interpretation?’ question either for discussion or class to attempt. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke
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Year 9 lesson - Dunkirk

Year 9 lesson - Dunkirk

Lesson looks at the ‘miracle’ of Dunkirk using video clips, comprehension and source analysis. Begins with a chronology starter intended to get class settled and show them the incredible speed with which the Germans were able to conquer mainland Europe. This is followed by a video and PPT explanation of the key points of Dunkirk, reinforced with a clip from the recent film. Comprehension task makes use of Modern World History for AQA: Core Students Book New Edition (AQA Modern World History 2009) - if not available this can be replaced by other source/video material. (task can also be replaced with another similar). Next part of lesson (can be made into 2 lessons if needed) looks at different interpretations of the evacuation firstly picture sources and then videos- one from a contemporary newsreel and another from the film Atonement. Class then need to analyse why the viewpoints are different. Lesson/s finish with newspaper headlines from different viewpoints and ideas for possible homeworks.
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GCSE History AQA: Germany 1890-1945 - Effect of Depression on Nazi Popularity

GCSE History AQA: Germany 1890-1945 - Effect of Depression on Nazi Popularity

Lesson bridges the gap between the Weimar part of the course and the Nazi Germany. Begins by looking back at the ‘Golden Age’ of culture and then contrasts this with the effect of the Great Depression. Includes a revision quiz to set as homework before moving on to examining why people vote for extreme parties - then focusses on how the Nazis exploited the situation in Germany created by the Great Depression. Includes source work - examining the impact of Nazi propaganda and also making links between election figures and unemployment levels. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to the old Oxford AQA GCSE History B textbook ‘Twentieth Century Depth Studies’.
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GCSE History AQA: Germany 1890-1945 - Reichstag Fire and Enabling Act

GCSE History AQA: Germany 1890-1945 - Reichstag Fire and Enabling Act

Lessons cover Hitler and the Nazis’ consolidation of power after Hitler was made chancellor. First lesson begins with a recap of the sequence of event which led to Hitler being made Chancellor before outlining his problem - he needs to win the upcoming election. Video clip from the Rise of Evil (hyperlink in PPT) is then supported by textbook work looking at the events and motives behind the fire. Pupils then learn how this enabled the Nazis to crush the communists with Emergency Powers before moving on to the results of the March 33 election. Second lesson picks up on the election, starting with source analysis before explaining why the Nazis still don’t have things as they would like. Information and video clip then cover the Enabling Act before pupils then have to complete a written consolidation task. This could be changed into a GCSE style ‘write an account question’. I tend to print out the following slide which shows how the Nazis quickly addressed threats as it is an easy-to-read flow chart. This then introduces Hitler’s next problem - the SA Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Referred to Enabling Act sheet can be printed from end of powerpoint. Lesson uses the the old AQA GCSE History B Twentieth Century Depth Studies (Aqa Gcse History B Unit 2) but this can be adapted if book not accessible.
Bigfoz
AQA A-Level - Democracy & Nazism: Nazis consolidate power

AQA A-Level - Democracy & Nazism: Nazis consolidate power

3 lessons which look at how the Nazis consolidated their power after the Enabling Act of March 1933. Follows the theme of Hitler’s to-do list examining how the Nazis established political dominance over Germany; dealt with radicals within their own party and addressed the problem of Hindenburg and the armed forces. Includes information, tasks and consolidation slides once tasks are complete. Also includes some source work - addressing the value of the sources. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to Oxford AQA History: Democracy and Nazism: Germany 1918-1945
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GCSE History AQA: Germany 1890-1945 - Nazi rise to power (Depression to Chancellor)

GCSE History AQA: Germany 1890-1945 - Nazi rise to power (Depression to Chancellor)

2 Lessons which continue from looking at the Depression and make the link between Depression and Hitler rising to Chancellor of Germany. Begins by looking at 5 key areas of Nazi appeal and then examining how different social groups in Germany saw the Nazis. This then feeds into the story of the Nazis gaining power - using video resource to help understanding - examining the stages of Hitler pushing his way into the role of Chancellor and leaving Hindenburg with little choice but to appoint Hitler. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Worksheet is included in the Powerpoint and is printable/adaptable. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook.
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AQA GCSE History: Normans - Lessons 9&10: Rebellions and the Harrying of the North

AQA GCSE History: Normans - Lessons 9&10: Rebellions and the Harrying of the North

Created for the new AQA GCSE: Lessons begin by looking at William’s early efforts to establish his authority before focussing on his different approaches to the many rebellions he faced. There is a focus on Harrying of the North, based around exam-style questions (lessons include 2 example answers for the ‘how convincing’ and the ‘explain the importance’ questions). Homework looks at the later rebelllions so pupils have a range of examples covering William’s treatment of rebels. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. For the early rebellions I gave the class a photocopy of page 22-3 of the textbook but this isn’t a ‘must’. ‘Slides’ referred to on Harrying of the North are printable from the end of the PPT. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke
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AQA History Democracy & Nazism: Depression and the appeal of the Nazis

AQA History Democracy & Nazism: Depression and the appeal of the Nazis

Block of 4 Year 12 lessons looking at the effect of the Depression on Germany; the attempts of Bruning to solve the problems and the increasing appeal of the Nazis. Studies the ‘strands’ of their ideology which made them more successful than the Communists in the early 1930s. Includes information, tasks and consolidation slides once tasks are complete. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to Oxford AQA History: Democracy and Nazism: Germany 1918-1945
Bigfoz
Year 9 lessons - Pearl Harbour to the dropping of the A-bombs

Year 9 lessons - Pearl Harbour to the dropping of the A-bombs

2 lessons looking at why the USA got involved in the war and how they ended it by dropping the Atomic bombs on Japan. Lessons begin by looking at the attack on Pearl Harbour, introduced with a video clip to get pupils involved before looking in more depth at the reasons for, and the consequences of, this attack. Pupils will then begin to understand why Japan was proving a difficult enemy for the USA to defeat (again supported by a clip) and look at different reasons for the dropping of the atomic bombs. I usually use these two lessons as an assessment as there is an extended writing task at the end of the PPT which gets the pupils to argue both sides of an debate and use sources to support their views, This can also be done as a class debate, depending on the class! Lesson also includes homework task. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Makes use of the Technology, War and Identities Textbook (First Edition) but is easily adaptable for the newer version
Bigfoz
AQA GCSE History:Conflict & Tension: Lesson 10 - League of Nations - Source Exam work

AQA GCSE History:Conflict & Tension: Lesson 10 - League of Nations - Source Exam work

Lesson looks at the 12 mark utility question for the new GCSE - goes over the things pupils need to be looking at in a utility question before focussing on analysing two sources - one written, one an image. Both have been used by AQA on their spec materials and the image is a commonly-used one in exams, focussing on the Treaty of Versailles. I usually build in some pupil work around the sources beforehand but have also used this as a group task for analysing sources. Within the lesson there are example sentences, annotations of sources and example answers. Can also be used as a revision lesson.
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AQA GCSE History:Conflict & Tension: Lesson 8 - League of Nations Special Commissions

AQA GCSE History:Conflict & Tension: Lesson 8 - League of Nations Special Commissions

Lesson recaps the peace-keeping powers of the League of Nations before looking more at the strengths and weaknesses of the League. This is supported by an exam-style source question. Pupils then look at the work of the LON special commissions, both successes and failures. This is consolidated by their completion of a quiz (attached). Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)
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AQA A-Level History Democracy & Nazism:Terror State

AQA A-Level History Democracy & Nazism:Terror State

2 Lessons looking at how the Nazis kept control of the the country via terror and control of the law courts. Includes information, tasks and consolidation slides once tasks are complete. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to Oxford AQA History: Democracy and Nazism: Germany 1918-1945
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AQA GCSE History: Normans - Lesson 1: Introduction to Anglo-Saxon England

AQA GCSE History: Normans - Lesson 1: Introduction to Anglo-Saxon England

First lesson of the Anglo-Norman Conquest GCSE AQA course - Shaping the Nation. Lesson introduces pupils to the key aspects of Anglo-Saxon England; the Christian Church, Vikings and the Normans. The structure of Anglo-Saxon England is explained and pupils begin to understand the complex political situation in England prior to the events of 1066. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook reference is for Norman England 1066-c.1100 by Helena Clarke Video reference is for BBC Historyonics Hastings episode. This is only to consolidate learning and lesson works fine without the video if school doesn’t have access.
Bigfoz
Year 9 - The Battle of Britain

Year 9 - The Battle of Britain

Lesson begins by linking to previous knowledge of Dunkirk before moving on to look at the threat to Britain. Pupils learn via video and subsequent teacher consolidation/class discussion the basics of Operation Sealion and the attempts made by Britain to defend itself. Class then watch a second clip which looks at the events of the Battle of Britain itself. They need to focus on the events but also the reasons why Britain was able to win/Germany lost. This is then consolidated with a written task on the PPt and then further via a cardsort/shading exercise (which I often set for homework) PPt and cardsort/shading task are included and the links to the videos are embedded. (First clip only needs to be watched for around 10 minutes).
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GCSE History AQA: Germany 1890-1945 - Intro to Germany

GCSE History AQA: Germany 1890-1945 - Intro to Germany

Lesson introduces the pupils to the new topic of Germany, focussing on the creation of the new German state and introducing the key terms of Kaiser, militarism, Reichstag etc. Pupils are also introduced to the constitutional problems involved with the new Germany, problems which will become more apparent when Wilhelm II becomes Kaiser. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook.
Bigfoz
AQA GCSE History: Germany 1890-45 and Conflict and Tension Exam hint sheet

AQA GCSE History: Germany 1890-45 and Conflict and Tension Exam hint sheet

One of the most useful resources I’ve produced, I give this to all students for revision. This sheet gives the student a “bite-size” reminder of what is required for each type of question on PAPER ONE of the new GCSE Paper - this example is for in the Germany 1890-45 and the Conflict & Tension sections of the new AQA GCSE history exam. Easily adaptable for other topics on Paper ONE. PLEASE NOTE-I’ve been having real problems with the preview feature. To try and solve this I’ve had to space out the content in word (easily un-doable once downloaded!) I’ve also copied an example of the sheet (looking at question 1) below: 01 How does Interpretation B differ from Interpretation A about…………………�����……… Explain your answer using Interpretations A and B​​​​ (4 marks) For this question you need to compare what is in Interpretation B (the content) with what is in Interpretation A and explain how they are different. Don’t just identify differences – you must explain them. DO NOT explain why they are different – this is the NEXT question.
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GCSE History AQA: Germany 1890-1945 - Kaiser Wilhelm II

GCSE History AQA: Germany 1890-1945 - Kaiser Wilhelm II

Lesson follows from the introduction to Germany by going over how Germany was run (recap works as its own exercise if you haven’t got my introduction lesson!) Class then see a short comparison of Germany under Wilhelm I before being introduced to his son, Wilhelm II. There is some source work to introduce the character of Wilhelm II, using the attached sheet before pupils have a look at an exam-style question for the first time on this topic (included in PPT). Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Worksheet with Kaiser sources is attached. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook.
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