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Red Fox Education UK

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History teacher specialising in high quality lesson resources and revision materials. KS3, AQA GCSE, iGCSE, and Edexcel and AQA A level

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History teacher specialising in high quality lesson resources and revision materials. KS3, AQA GCSE, iGCSE, and Edexcel and AQA A level
Edexcel A level History: How to answer the paper 1 interpretation question (Germany)
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Edexcel A level History: How to answer the paper 1 interpretation question (Germany)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 5: How far was Hitler’s foreign policy responsible for the Second World War? (Source question). Rated ‘Outstanding’ lesson This is focused on the Germany course, but could be adapted easily as the premise remains the same. This is a detailed look through how to answer the interpretation question, including the marking of an example answer, and how to annotate sources (with examples included that match the sample answer). The sample answer would be awarded full marks (it’s from the revision guide!). Also includes a planning sheet to help students with writing their own answer to question. All resources fully provided - my students have always done REALLY well using this.
Wars of the Roses full  SoW
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Wars of the Roses full SoW

7 Resources
A scheme of work looking at the Wars of the Roses - great for the end of Year 7 or beginning of y8, tucks in nicely before studying the Tudors. Focuses on content, but also LOTS of emphasis on the interpretation and how to analyse different interpretations. Some ‘lessons’ contain multiple lessons, or may take several sessions to complete. A nice mixture of lessons, including some self research and some lovely documentaries that pupils always find really useful. No text books needed! Introduction Battle of Tewkesbury Who killed the Princes in the Tower? Has history been unfair to Richard III? Who was responsible for Henry VII’s victory Why did Henry VII win the Battle of Tewkesbury?
The women of the Wars of the Roses
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The women of the Wars of the Roses

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Because they’re too often forgotten! A lesson with allows pupils to research a woman of their choice, from Elizabeth Woodville, Jacquetta of Luxembourg, Cecily Neville, Anne Neville, Lady Margret Beaufort and Margaret of Anjou. A little information is provided about each to help them get started/choose. Includes some nice extension activities too.
3 Lessons: Women in Germany 1918-89 (Edexcel)
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3 Lessons: Women in Germany 1918-89 (Edexcel)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 4: Aspects of Life in Germany and West Germany 1918-89 Key question: To what extent did the role of women and attitudes towards them change and develop in Germany in the years 1918-89? Detailed series of 3 lessons Lesson 1: Weimar women Looks at some images and video footage, and the emergence New Women Lesson 2: Impact of Nazi rule on women Looks at: Women as mothers Impact of Nazi Policy Impact of WW2 Lesson 3: Women in the FRG Looks at: Women immediately after WW2 Status of Women Women and work Women’s liberation movements Women and abortions in Germany Women’s role and status by '89 Also includes an essay plan/examination question: “By 1989, attitudes towards women had changed significantly for the better compared to those in 1918” Each section contains recap questions that can be written or discussed, and there is ample room to compare between the periods. This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Germany: attitudes towards minorities 1918-89 (Edexcel)
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Germany: attitudes towards minorities 1918-89 (Edexcel)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 4: Aspects of Life in Germany and West Germany 1918-89 This lesson first focuses on attitudes in Nazi Germany, and then compares this against the Weimar Republic and FRG. This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Nazi policy: To what extent did other nations contribute to the outbreak of war? (Edexcel)
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Nazi policy: To what extent did other nations contribute to the outbreak of war? (Edexcel)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 5: How far was Hitler’s foreign policy responsible for the Second World War? (Source question) VERY detailed lesson looking at the role of other nations in and out of Europe who contributed to the start of WW2. Looks at: The idological and political divides of several nations, and the impact that had The role of the League of Nations The roles of: Britain, France, Japan, Italy, USSR and USA Finally, a list of statements which, having looked at the whole of the topic so far, students must decide which they think is the ‘best fit’. They must submit an explanation as to why. This works best on a shared document (using office365, Teams or Google Classroom) so they can debate with each other.) This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
FRG: Economic Miracle 1955-56
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FRG: Economic Miracle 1955-56

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 3: Economic development and policies 1918-89 Key question: What effect did the creation of a ‘social market economy’ have in the federal republic in the years 1945-89? Short lesson looking at the Economic Miracle, focusing on: Korean War New investments Workers Possible problems Includes a sheet to organise notes This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Why did Henry VII win the battle of Bosworth?
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Why did Henry VII win the battle of Bosworth?

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A nice involved lesson where pupils look into why Henry VII won the Battle of Bosworth. Lots of information on his background, a documentary to watch, and an information sheet which pupils can then use to write up an answer. Sets up ready to learn about the Tudors. This lesson works best following my WOTR scheme of lessons, but can work on it’s own. Includes optional extension acivities at the end.
Wars of the Roses: Battle of Tewkesbury
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Wars of the Roses: Battle of Tewkesbury

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A lesson looking at the battle of Tewkesbury and it’s importance (this is important where I teach, as it’s in our county!) Pupils will look at what happened during the battle, and why it was important. It’s very important to stress here that the last legitimate Lancastrian heir died during the battle. The task asks them to write a diary entry as either a Yorkist or a Lancastrian. They can do further research to help this.
Economic Developments:1832-46 (AQA A level History)
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Economic Developments:1832-46 (AQA A level History)

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For the AQA A level ‘Industrialisation and the people : Britain c.1783-1885’ course This is from Part Two, Section 3: Political change and social reform 1832-1846 A detailed look at the impact of the railways and the Corn Laws, complete with several revision/lesson activities at the end
How did the FRG survive the economic challenges 1966-89? (Edexcel)
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How did the FRG survive the economic challenges 1966-89? (Edexcel)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 3: Economic development and policies 1918-89 Key question: What effect did the creation of a ‘social market economy’ have in the federal republic in the years 1945-89? Detailed lesson that looks at the challenges '66-'89 including: Roles of Karl Schiller and Helmut Schmidt Recession '66-'67 Oil crises of '73 and '78 The global challenges of the '80s Integration into the EEC Also includes a homework task. This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
De-Nazification and support in FRG (Edexcel)
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De-Nazification and support in FRG (Edexcel)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 2: Opposition, control and consent 1918-89 Key question: ‘To what extent did Germany’s governments rule by consent in the years 1918-89 ?’ - Lessons focuses on the policy of De-Nazification and the nature of support for democracy in the FRG. Students will focus on de-Nazification and the Nuremberg Trials, before looking at voter turn out, democracy marches and protests during Ostpolitik. This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Has history been unfair to Richard III?
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Has history been unfair to Richard III?

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A nice investigative lesson where pupils will consider how unfair or accurate the popular interpretation of Richard III is. This works best following the other WOTR lessons I have uploaded, as it will finish a chain of thinking about Richard III. Starts by looking at depictions of him, and proves he wasn’t a hunchback. So if that’s wrong - what else might be? Word of warning: It will take a lot of discussion to help pupils remember they’re looking at if HISTORY has been ‘unfair’ or ‘accurate’, and not looking at whether each piece of EVIDENCE is ‘unfair’ or ‘accurate’. If you choose to watch the documentary as part of a lesson, there’s also a sheet for pupils to fill in to collect evidence.
Grey & Melbourne as PMs, Tory opposition  (AQA History)
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Grey & Melbourne as PMs, Tory opposition (AQA History)

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For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This lesson is part of Section 2 "Government and a Changing Society 1812-1832’. It is a bumper lesson that includes Grey, Melbourne and the Tories in opposition. There are revision/lesson activities throughout. At the end, there is a list of exam questions taken from past papers and the text book that can be used as a revision tool. You can edit/remove/add to this as best suits your group.
Weimar stability exam style question (Edexcel)
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Weimar stability exam style question (Edexcel)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 1: Political and Governmental Change 1918-89 A 20 mark question “How accurate is it to say that the Wall Street Crash was the event which most threatened the stability of the Weimar Republic between 1919 and 1929? [20]” - introduces technique and suggestions for how to plan the essay. VERY detailed in it’s guidance, great for a first essay.
Establishing a dictatoriship (Nazi) - Edexcel A level
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Establishing a dictatoriship (Nazi) - Edexcel A level

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 1: Political and Governmental Change 1918-89: Business of government in Nazi Germany - Establishing a dictatorship This lesson focuses on how the Nazi party established a dictatorship after 1933. It will look at 3 key events; The Reichstag Fire, the Enabling Act and the Night of the Long Knives. Includes a link to a short clip from ‘Hitler: Rise of Evil’. This tasks in this lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Creation of the FRG/Basic Law (Edexcel A level)
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Creation of the FRG/Basic Law (Edexcel A level)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 1: Political and Governmental Change 1918-89 This lesson covers the division of Germany after Potsdam, growing tensions between the East and West, and the parties involved in the creation of the FRG. Strong focus on the Basic Law. Looks briefly at why the FRG was stablished independently from the GDR. Includes a sheet to explore the different politial parties, and a task to focus on the difference between the Weimar Consitution and the Basic Law. This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Purpose of the Nazi Economic Policy (Edexcel)
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Purpose of the Nazi Economic Policy (Edexcel)

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A resource to help students make notes on the purpose of Nazi economic policy. For the Edexcel A Level: Germany and West Germany 1918-89 Part 3: Economic development and policies 1918-89 This sheet requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.
Kennedy's choices - action plan lesson
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Kennedy's choices - action plan lesson

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A lesson designed to get pupil's thinking about their own reactions to Kenendy's choices at the CMC. Pupils the sheet to look at the pros and cons of each choice, before writing an 'action plan'. This is informed by real time 'bulletins' of information - does this alter their choices? The action plan is then compared to Kennedy's choice.