Can your students defeat the Axis Powers? Can they make the right decisions to win the war? Can they do a better job than Chamberlain and Churchill?
In this unique resource, students have the opportunity to study the real scenarios facing the allied commanders between 1939 and 1945. Playing the role of the British Prime Minister, the decisions they make could change the whole direction of the war!
The activity pack contains more than 10 historically accurate and detailed scenarios which play out one after the other. They include; The German invasion of Poland, the battle of France, the battle of Norway, the German and Italian invasion of Greece, the Dieppe Raid, Operation Torch, the battle of El Alamein and D Day. Students will go wherever their decisions take them with more than 45 different paths. They will pick up leadership points along the way and at the end, decide who was the best wartime leader! As a teacher, you can finish the process by looking at what really happened.
The activity supports historical enquiry by asking students to make decisions whilst providing the context around each event.
Teaching suggestion -
Print a number of copies of each sheet (perhaps print A5 to reduce printing costs!)
Place "all the 1's" together in one pile at the front of room, all the 2's, all the 3's and so on. You can distribute appropriate sheets from there.
Give students scenario 1 in groups. Students can move on whenever they make each decision. If they win/lose the war half way through, they can still carry on through all the other decisions.
Create a leadership points table on the board to kee track of how each team is doing and create an element of competition.
1. Download and play the video to students. It outlines what the "Scramble for Africa" was all about focussing particularly on the role of Britain, France and Germany. Students could create a mind map whilst watching around the key question "What influence did the Scramble for Africa have on International Relations between 1870 and 1914?"
2. Give students the British Empire in Africa Grid. Students will agree or disagree with the statement: "British interest in Africa between 1857 and 1890 was largely strategic”. They will need copies of the source pack in pairs or small groups. They should study the sources and try to determine what they tell them about British motives. They should fill in their grids as they go.
3. Plan and answer the essay question: “British interest in Africa between 1857 and 1890 was largely strategic”
How far do you agree?
A collection of 16 flashcards covering the period between 1919 and 1934 in Germany. The flashcards include information on the Weimar Republic, the Munich Putsch, the Hyperinflation crisis, the SA, Goebbels, the Reichstag Fire, the Enabling Law and the Night of the Long Knives.
Each card asks why each person or event was important. Students can use the flash cards for revision, quizzing each other or simply by placing them face down on the table and turning each one over in turn, trying to explain the factor.
Students will learn the main causes of World War One through this interactive resource.
The resource includes:
Causes of World War One Lesson Plan
"MAIN" fact files (printable); exploring the four key long term causes of World War One
Student table (ranking)
Video download: Imperialism/Colonisation
Video download: The Alliance System
Video download: Anglo-German Rivalry
The document comprises of two opposing interpretations of the causes of WW1. The first saying Germany was to blame and the second Serbia. The third source to help students is an image of the alliance system in 1914. The answer is worth 10 marks and contains grade descriptor for best answer.
For full grade desciptors, see my "History life after levels Grade Descriptor" resource.
The resource contains -
A powerpoint which includes a starter task which asks students to imagine a playground scenario as an analogy for international relations in the 1930's. It then details the countries and territories taken over by Nazi Germany and references Neville Chamberlain. There are also links to video clips within the powerpoint.
The source sheet contains four sources and the accompanying grid asks students to analyse each source and decide whether it is positive or negative about appeasement.
The resource comes with a complete lesson plan and a mini knowledge check plenary card.
A full pupil friendly assessment grid designed in 2015 for use with Key Stage 3 History students. Also includes a smaller version that can be stuck into the back of exercise books. Each column contains a question that ties in with a different exam skill (eg. interpretations, source enquiry etc). You can build your assessments around each question. The aim is to build in exam skills into the KS3 curriculum.
The pack contains 18 individual roleplay cards and an accompanying worksheet. Students are each given (or in pairs) a different character and fill in the worksheet. They then move around the room asking each other the key question "How did the Feudal System impact on you?".
As an extension, each card also contains a "secret task" that each student needs to complete.
A timeline showing all the key events that happened around the British Empire between these dates.
The task asks students to shade/border each event in a different colour to show whether it is a political, social, international or event involving an individual or group.
The second timeline shows the answers. This could be used as a task to start an entire unit of work or, perhaps more appropriately, as a revision exercise.
This document contains four carefully selected sources accompanying the assessment question > "How far do you agree with the interpretation that Elizabeth I was successful in dealing with all of the problems of her reign?"
This fact finding activity on D-Day is suitable for any KS3 group.
The pack contains the following fact files:
- What was D-Day?
- What happened on D-Day?
- Where did D-Day take place and why?
- How fierce was the fighting on D-Day?
- How is D-Day commemorated?
There are also some maps and factfiles on the key generals involved in the battle including Patton, Montgomery, Eisenhower and Rommel.
With the factfiles are a comprehensive set of questions. Cut these out and use them as part of a "Quick on the Draw" activity.
The powerpoint presentation can be used to structure the lesson. The lesson plan provided is an alternative to the activity here. It includes several other lesson ideas.
A resource pack containing:
A list of genuine "cures" prescribed by Plague Doctors
A selection of more than 10 sources detailing the different consequences of the Black Death on Medieval Society
A selection of more than 10 sources detailing the different ideas people had about what caused the Black Death
This resource contains:
An 11 minute video tutorial where I explain the reasons for the Labour election victory in 1945, the subsequent policies they introduced and the establishment of the NHS.
An accompanying powerpoint.
Students are each given a different character card. They fill in the task sheet. They then move around the room asking each other the question "What impact has prohibition had on you?".
The pack also contains a power-point detailing the key features of prohibition including the anti-saloon league and a full lesson plan and progress check for students.
A guide produced in association and in connection with teachmeet History Icons.
This extensive e-book contains 20 things that great History teachers do. Compiled from personal experience but also academic research, the list is not exhaustive but provides a framework for some of the things those teaching History in the UK might do on a day to day basis.
The e-book contains advice on introducing students to source analysis, the concept of historical interpretations and dealing with chronology. It also contains ideas on marking and assessment as well as various templates that could be used in class.
The pack contains two famous paintings of the execution of King Charles but they interpret the execution in different ways. In pairs, students should use the list of features to identify which feature is in each painting (or both). Discussion can follow about which painting students feel is most accurate.
A lesson (or series of lessons) on what it is to be British and how the idea of Britishness has changed. This lesson is perfect as an introduction to the idea of British values. Students consider the impact of different factors on British identity.