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Secondary History lessons years 7-13. I have a large number of lessons not uploaded yet so if you need something get in touch and I’ll see what I can do!!

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Secondary History lessons years 7-13. I have a large number of lessons not uploaded yet so if you need something get in touch and I’ll see what I can do!!
AQA GCSE Normans Historic Environment 2024 Wales Lessons and Answer Bundle
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AQA GCSE Normans Historic Environment 2024 Wales Lessons and Answer Bundle

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Set of 4 lessons looking at the 2024 Historic Environment unit focussed on Wales. I taught these lessons very recently (September 2022) and was delighted with how they turned out. I have a very mixed-ability GCSE group and the knowledge and understanding my group gained from the tasks and the info was very encouraging (and made the hours of work on these lessons feel more worthwhile!). Throughout the course of these lessons I have embedded and used the sources provided by AQA and used them in context with a drip-feed approach, rather than just hand the kids a pack of sources in one go. The written sources I have The lessons make use of the support material provided by AQA. I have attached used are edited (attached to these lessons) but the full version is freely accessible on their site. Lesson 1 begins with a recap on the Norman invasion (the class finished studying this in May 2023) and then focusses on giving the students an understanding of Wales and its importance to the Normans. As always we are guessing as to the GCSE question focus but I have tried to introduce some of the themes I will pick up on throughout these lessons, making use of as many of the sources provided by AQA as possible. Towards the end of the lesson the students learn about the 3 main Marcher Earls, using the AQA resources Lesson 2 focusses on what I think will be the three major ‘factors’ the exam board will be looking at in their upcoming question. I have linked each of these to the students’ prior knowledge (such as their learning on castles) while also trying to tell the story of Wales too. Lesson 3 is concentrates on what I think the question will be around (can’t see how it can be much else!) and building knowledge around the different factors involved in this question and answer. There is a knowledge organiser task focussing on each of the 3 factors I have thought up. This makes a lot of use of the resources from AQA which, again, I have edited for student use. By the end of the 3 lessons the students should have a good knowledge of the importance of Wales to the Normans and their attempts to keep it under control. They will also have an understanding of how this fits into the wider context of their Norman studies as I have referenced aspects such as castles and the use of land holding to control the country. Lesson 4 (taught a month later) recaps the different ways in which the Normans established their conquest, using Wales for examples. This was fully covered in previous lessons so this is more of a recap exercise focussed more around the possible question. The lesson then focusses on a possible question (I can’t think of what else they could ask, given the resources provided, other than variations on a theme!). There is a model answer in the ppt and attached as a word file. This is deliberately a bit longer than students would be expected to write but I’ve tried to show a few examples how to answer the question but also to focus on Wales. There is then an example of how to change the info to fit another question as I have been trying to emphasise the importance of being able to adapt in exams and apply knowledge in different ways. Please note - I have attached an edited copy of the essay along with the full version so you can get an idea what it looks like in the preview without showing the whole answer.
AQA A-Level History Democracy&Nazism Revision: Foreign Policy and the Holocaust
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AQA A-Level History Democracy&Nazism Revision: Foreign Policy and the Holocaust

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Lecture-style lesson I developed this year for my Year 13s. Powerpoint covers the links between the Nazi foreign policy and the increase in persecution, focussing on events from 1939 and the division of Czechoslovakia, through the Nisko and Madagascar Plans, the Nazi-soviet Pact and ends with the link to the Wannsee conference. There are 38 slides of info with images and explanations…can be used as a lecture as I did, the basis for several lessons on this topic or something to send to the students to revise at home.
AQA GCSE Normans Historic Environment 2024 Wales Model Answer & Lesson
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AQA GCSE Normans Historic Environment 2024 Wales Model Answer & Lesson

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Recap lesson and model answer for the AQA GCSE Wales Historic Environment study. Lesson recaps the different ways in which the Normans established their conquest, using Wales for examples. This was fully covered in previous lessons so this is more of a recap exercise focussed more around the possible question. The lesson then focusses on a possible question (I can’t think of what else they could ask, given the resources provided, other than variations on a theme!). There is a model answer in the ppt and attached as a word file. This is deliberately a bit longer than students would be expected to write but I’ve tried to show a few examples how to answer the question but also to focus on Wales. There is then an example of how to change the info to fit another question as I have been trying to emphasise the importance of being able to adapt in exams and apply knowledge in different ways. Please note - I have attached an edited copy of the essay along with the full version so you can get an idea what it looks like in the preview without showing the whole answer.
AQA GCSE History: Normans - Lesson 1: Introduction to Anglo-Saxon England
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AQA GCSE History: Normans - Lesson 1: Introduction to Anglo-Saxon England

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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.
AQA GCSE Normans Historic Environment 2024 Wales Lesson 1-3
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AQA GCSE Normans Historic Environment 2024 Wales Lesson 1-3

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Set of 3 lessons looking at the 2024 Historic Environment unit focussed on Wales. I taught these lessons very recently (September 2022) and was delighted with how they turned out. I have a very mixed-ability GCSE group and the knowledge and understanding my group gained from the tasks and the info was very encouraging (and made the hours of work on these lessons feel more worthwhile!). Throughout the course of these lessons I have embedded and used the sources provided by AQA and used them in context with a drip-feed approach, rather than just hand the kids a pack of sources in one go. The written sources I have The lessons make use of the support material provided by AQA. I have attached used are edited (attached to these lessons) but the full version is freely accessible on their site. Lesson 1 begins with a recap on the Norman invasion (the class finished studying this in May 2023) and then focusses on giving the students an understanding of Wales and its importance to the Normans. As always we are guessing as to the GCSE question focus but I have tried to introduce some of the themes I will pick up on throughout these lessons, making use of as many of the sources provided by AQA as possible. Towards the end of the lesson the students learn about the 3 main Marcher Earls, using the AQA resources Lesson 2 focusses on what I think will be the three major ‘factors’ the exam board will be looking at in their upcoming question. I have linked each of these to the students’ prior knowledge (such as their learning on castles) while also trying to tell the story of Wales too. Lessons 3 is concentrates on what I think the question will be around (can’t see how it can be much else!) and building knowledge around the different factors involved in this question and answer. There is a knowledge organiser task focussing on each of the 3 factors I have thought up. This makes a lot of use of the resources from AQA which, again, I have edited for student use. By the end of the 3 lessons the students should have a good knowledge of the importance of Wales to the Normans and their attempts to keep it under control. They will also have an understanding of how this fits into the wider context of their Norman studies as I have referenced aspects such as castles and the use of land holding to control the country. At the end of lesson 3 I have had a stab at predicting the question the students will be asked. The intention is to revisit this topic with a final 2 lessons further into the year where the students will use the knowledge gained so far to structure an exam model.
AQA A-Level - Democracy & Nazism: Nazis consolidate power
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AQA A-Level - Democracy & Nazism: Nazis consolidate power

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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
AQA A-Level History Democracy & Nazism: War Economy, Speer and Forced Labour
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AQA A-Level History Democracy & Nazism: War Economy, Speer and Forced Labour

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Group of lessons covering the wartime economy of Nazi Germany, focussing on the work of Speer and the use of forced labour. Lessons begin with a recap of the impact of the war on the different areas of German society - my class had done this work for themselves in the previous lesson so this was just a recap = can also be used as notes to be provided to pupils if time is short! Lessons then focus on the wartime economy, first before the time of Speer and learn how the economy was not prepared for a long-term war (links to previous economic unit). There is a video link to use as an introduction to Speer (can be set as a homework depending on lesson time) and then lesson looks at the work of Speer in more detail, also asking pupils to assess the role of Hitler in the economy’s failings. The work on Speer is complemented by source work on the value of a source. This then continues to look at the impact of bombing on the economy. Final task focusses on the forced labour and gets pupils to look at the issue from a Nazi perspective before asking them to complete a role play - this is then compared with the real events which the pupils were not made aware of until this point. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory and information sheet is attached References and questions relate to: Oxford AQA History: Democracy and Nazism: Germany 1918-1945
AQA GCSE History:Conflict & Tension: Lesson 1 - Hitler's Foreign Policy
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AQA GCSE History:Conflict & Tension: Lesson 1 - Hitler's Foreign Policy

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First lesson of the foreign policy topic. Lesson begins by recapping on the last topic and making links between the crises in Manchuria/Abyssinia and Hitler’s aims. There is a revision task homework here if needed. Pupils are then introduced to Hitler’s 3 main aims in foreign policy and what this will include. Class are encouraged to think about how each of these aims will increase tensions/ bring a war closer. They then complete some map work to show the extent of Hitler’s aims (this can be linked to previous knowledge and maps on the terms of the ToV. Lesson finishes with a comprehension task which examines Hitler’s first actions - the issue of Germany and disarmament. Map is printable from the ppt and can be adapted easily. Lesson makes use of the old GCSE AQA textbook - AQA GCSE History B International Relations: Conflict and Peace in the 20th Century
AQA A-Level History Democracy & Nazism: Terror State
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AQA A-Level History Democracy & Nazism: Terror State

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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
Year 9 - The Battle of Britain
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Year 9 - The Battle of Britain

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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). I have updated the link to the second clip with a new version as the old video was removed from Youtube. If this happens again, the clip is from World War II in colour, Episode 3
GCSE History AQA: Germany 1890-1945 Lesson 6: War Weariness
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GCSE History AQA: Germany 1890-1945 Lesson 6: War Weariness

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Lesson begins by examining the popularity of the Kaiser at the outbreak of WW1 and then focusses on the concept of war-weariness and how this affected Germany and the Kaiser’s position. Includes some source work and comprehension and introduces the events of the Kaiser being removed from power. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Sheet referenced on slide 10 is a photocopy of page 13 from the textbook. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image). PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS
Year 9 lesson - Hyperinflation and Chaos in Germany
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Year 9 lesson - Hyperinflation and Chaos in Germany

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Lesson for year 9 which looks at the consequences of World War One, with a focus on the complex issue of Hyperinflation. Lesson continues from classwork on the Treaty of Versailles and explores what hyperinflation is and how/why it happened in Germany. This is a complicated issue to explain, especially to year 9 pupils and I have tried to include examples in the PPt to help do this, along with a video clip. This worked very well this year (this version is about my twelfth!) and worked for top, middle and bottom sets. The lesson finishes with source work exploring the wider situation Germany was in during the early 1920s. Sources are included in the powerpoint but easily substitute-able if required. Also attached is a source table for the pupils to fill in. Included are: Powerpoint Sources (within ppt) Source table I HOPE THIS IS USEFUL TO YOU. PLEASE LEAVE FEEDBACK OF SOME SORT, EVEN IF IT IS ONLY ONE LINE (!) AS I HAVE FOUND REVIEWS AND FEEDBACK HARD TO COME BY SO FAR!!
AQA A-Level History Democracy&Nazism Revision: Golden Age of Weimar
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AQA A-Level History Democracy&Nazism Revision: Golden Age of Weimar

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Lecture-style lesson I developed for my Year 13s this year. There are 20+ slides of info here, focussing on the traditional and modern developments in Weimar culture in the mid 20s, including those in film, literature and the arts. This info could be used ‘as-is’ in a lecture form, used as the basis for several lessons on Weimar culture or sent to students as a revision at home powerpoint. There is an example question at the end for the students to plan after the lesson.
AQA History Democracy & Nazism: Depression and the appeal of the Nazis
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AQA History Democracy & Nazism: Depression and the appeal of the Nazis

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

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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.
AQA A-Level History Democracy & Nazism: Lesson 11&12 - Coalition problems and Uprisings
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AQA A-Level History Democracy & Nazism: Lesson 11&12 - Coalition problems and Uprisings

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2 Lessons looking at the political problems faced by the Weimar Republic in their early years. There is some source work and then pupils study the idea of proportional representation and coalition governments. Class then look at the makeup of the first Reichstag and how the political situation fluctuated in Germany. There is then a focus on the risings of the Left and the Right in Germany, supported by videos and tasks on both the Spartacist Uprising and the Kapp Putsch. When looking at the Kapp Putsch the pupils also analyse a primary source (attached). Lesson finishes by focussing on the continued political violence existing in Germany…leading the way for the Munich Putsch Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook. Freikorps info shee and Kapp sheet attached.
Year 9 lesson - Hitler's Early Life
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Year 9 lesson - Hitler's Early Life

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Year 9 introduction lesson/lessons to the subject of Hitler. Lesson makes use of video resources (links embedded to Youtube) to explore the early life of Hitler. This is then supported by a timeline task and comprehension work enabling pupils to get an idea about the background of Hitler, where his ideas came from, and how he ended up in charge of the Nazi Party. The lessons finish with a consolidation exercise which introduces the terminology of one of the new GCSE questions - the ‘write an account’ question. Lesson is presented in a clear and self-explanatory way and makes use of the Technology, War and Identities, (1st edition) textbook. This is easily adaptable depending on the resources at your school. Links to Youtube video are included in the ppt. Depending on the class I sometimes substitute this video, or parts of it, for the Rise of Evil (Robert Carlyle) I HOPE THIS IS USEFUL TO YOU. PLEASE LEAVE FEEDBACK OF SOME SORT, EVEN IF IT IS ONLY ONE LINE (!) AS I HAVE FOUND REVIEWS AND FEEDBACK HARD TO COME BY SO FAR!!
AQA GCSE History 2019: 3 Norman England Revision Lessons - Battles, Challenges & Control
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AQA GCSE History 2019: 3 Norman England Revision Lessons - Battles, Challenges & Control

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Set of three revision lessons I have used over the recent weeks for my Year 11s, focussing on the Norman England, c1066–c1100 topic. Each of the three lessons has a specific exam focus, with content built around these questions, including example answers: Lesson 1 - focussed on ‘Write an account of the problems caused by the death of Edward the Confessor in 1066’ (includes example answer) Lesson 2 - focussed on : ’“Explain the importance of the Norman castles” “How convincing is Interpretation A in showing the Harrying of the North?” “Explain the importance of William’s actions in dealing with the rebellions and establishing Norman control” (includes example answer) Lesson 3 - focussed on: “Explain what was important about the Norman changes to the Feudal System” “How convincing…” examples from textbook. Lessons include information, tasks (There are some tasks involved but my class preferred lecture-style lessons so much of these PPTs are presented in this way). Lessons are printable - I would do this and give to the students beforehand to make notes - and easily editable. PLEASE LEAVE A REVIEW EVEN IF IT IS ONLY ONE LINE!
AQA GCSE History: Normans - Lesson 22&23:Problems with the Church and Lanfranc's Reforms
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AQA GCSE History: Normans - Lesson 22&23:Problems with the Church and Lanfranc's Reforms

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Created for the new AQA GCSE. Lesson begins by looking at the key points about the Domesday Book (lesson 21) and then a summary of William’s attempts to keep power. This then leads into looking at the problems with the church at the time of the Norman Conquest and the issue of Archbishop Stigand. Class examine the 4 major problems in more detail, developing an understanding of why the Normans wanted to reform the church. Lesson 2 introduces the key character of Lanfranc and focusses on the key reforms to the church made by the Normans with focus on a ‘explain what was important’ exam question. After building understanding of the key changes, the class will be in a position to answer the question. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Lesson uses textbook: Hodder: Norman England 1066-c.1100 by Helena Clarke
AQA GCSE History: Normans - Lessons 11&12 - Feudalism and Government
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AQA GCSE History: Normans - Lessons 11&12 - Feudalism and Government

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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