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.

2-3 lessons looking at the Peasants’ Revolt. Lesson begins by introducing the causes for the Revolt, looking at why the peasants were angry. Pupils then watch a video - (link in PPT) to tell the story of the revolt. This recaps the causes and moves on to the events and the conclusion. The lessons then include a mix of textbook work and source analysis to look at the events of the Revolt, the end of Wat Tyler and differing views on the events. This includes some work around bias and interpretation. Lesson finishes with a poster task which consolidates learning. Lesson makes use of Oxford Invasion Plague and Murder textbook. Worksheet is printable from the end of the ppt, as are the sources.

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)

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.

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

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

Lesson following on from looking at the British Empire. Introduces the concept of slavery - the reasons behind it and looks at the Triangular Slave Trade. Class are encouraged to think a lot for themselves about what a slave IS, why it was “NEEDED” and also who benefitted from the trade and why. There is a printable blank version of the slave triangle map at the end of the ppt for pupils to work on (I usually print as a slide and get them to stick it in) - Note: on print preview of this slide it appears as though the map has lots of shapes on it (can’t seem to fix this!) These don’t show up when printed.

A cartoon strip I created to help the pupils understand the story of Pasteur’s discovery of the Chicken Cholera vaccine. Text is already in the cartoon strip, making this a quick, effective task. To make more challenging, with some classes I remove some of the text but have found with the pace of the new GCSE (!) that this is a good, quick way to get the story across.

Lesson beings with some consolidation work on the Special Commissions before looking at the early actions (1920s) of the League of Nations via timeline work. There is then a focus on an exam-style utility question with homework task - there is also a sheet attached to help pupils begin to organise their ideas and get used to this style of question. This can be adapted for any type of source. Source help sheet is attached and timeline sheet can be printed from ppt. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

Lesson picks up from the Treaty of Versailles with exam-style question before looking at the formation of the League of Nations. This covers membership (including source work), structure and powers of the League of Nations. Lesson has printout versions of sources at the end of the presentation. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

Lesson looking at the impact of WW1 on the popularity of the Kaiser and the political situation in Germany. Lesson begins with a recap on last lesson before introducing the negatives effects of World War One on Germany. Pupils have to consider how this will affect the position of the Kaiser and what the likely consequences will be. This is supported by a youtube video, linked within the PPt. Pupils then have to complete a task considering the 14 Points of Woodrow Wilson (can be printed from slide). Lesson finishes with task examining the main events of 1918 and their impact on Germany. Resources are printable from the PPT. Lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 Textbook.

Lessons begin with a recap quiz, consolidating knowledge so far. Pupils then go on to look at what happened after the War in Germany, focussing on the problems faced by the new government and how Ebert approached these issues. Main part of the lessons cover the new consitution of the Republic and, where pupils look at both sides of the constitution and analyse strengths and weaknesses. There are two tasks here, I only usually use one of them depending on the make-up of the group. There is also a homework to consolidate. 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.

Lesson picks up from looking at Hippocrates and studies the work and impact of Galen via textbook exercises and a video clip (link in ppt). Class are then introduced to the medical ‘treatments’ available in the Middle Ages, including barber surgeons and ‘doctors’ before completing a research task (can be used for computer lesson/task or homework) on the methods used by doctors in Medieval times. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision (I often get pupils to stick them into their books) Lesson makes use of Schools History Project Syllabuses - Medicine Through Time: Amazon.co.uk: Christopher Culpin, Joe Scott

Lesson which works for all abilities of year 9 pupils - looks at the Schlieffen Plan, giving the students an understanding of WHY the plan was needed, WHAT the plan was and WHY it failed. Uses a mixture of paired work, video clips and textbook work to achieve the following objectives: To understand why Britain became involved in WW1 To be able to describe the Schlieffen Plan and how and why the plan failed. Lesson finishes with an introduction to trench warfare which can then be focussed on in the following lesson. Lesson makes use of Aaron Wilkes: Technology, War and Identities (Folens)but this can be easily changed to suit resources available.

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!

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

Lessons begin by recapping on the medieval doctor work from last lesson before moving on to look at the role of church and Christianity in providing medical care. Lessons then examine positive impact of the church using source work (attached on seperate sheet) before looking at how much the church was an obstacle to progress. There is cartoon analysis (on ppt) and explanation of the relationship between Galen and the church before pupils complete a categorisation exercise where they have to look at positive and negative impacts of the church (sheet attached). I do this as a cut and stick with written consolidation afterwards but this can be adapted if needed. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision (I often get pupils to stick them into their books) ‘Who cared for the sick’ and categorisation exercise sheet are included.

Example Question and full answer for the Historical Environment 2019 Pevensey Castle topic. I have used this resource with my classes this week in order to give them an idea of how to structure an answer and how to link it to the historical environment.

Following on from my earlier lessons on Pevensey - the final 2 lessons used firstly to recap and then focus on exam work based on the Historical Environment of Pevensey Castle. Lesson 1 - acts as a recap and link to previous knowledge of both castles in general and to work on Pevensey. The lesson then focusses onto Pevensey and tries to establish uses for castles, both specific to Pevensey and also to general Norman castles. There is some source work here to support (attached here). Lesson finishes with a look at an example question and uses the source work to begin to plan a framework of an answer. Lesson 2 - focusses more on Pevensey and tries to apply to factors identified in lesson 1 to the specific Historical Environment. Pupils are encouraged to look at the later events surrounding Pevensey to add to their answer. There is focus on a specific question, advice on how to plan the answer and then focus on an example answer (included ON THE POWERPOINT SLIDES)- this is the same as the example answer I have uploaded seperately so don’t buy both!!) There is also another example question I have thought of on the last slide - this could be developed further depending on time. 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. PLEASE LEAVE A REVIEW EVEN IF ONLY ONE LINE!

Created for the new AQA GCSE: Lesson is an easy-to-use look at the National Government focus of the Norman Course. Lesson begins with a focus on the military aspect of William’s rule (bridging the gap between Feudal system and National Government, before focussing on the ways the Normans adapted the Saxon governing systems, including the key terms of PRIMOGENITURE, CENTRALISATION and PATRONAGE. 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