A lesson that introduces the big dictatorships of the inter-war era: Stalin, Hitler, Franco and Mussolini. LA and HA version. Starts with a fun game of ‘Pointless’ to introduce the 4. Includes a REALLY useful and interesting venn diagram task to show the differences/similarities between democracy, communism and fascism. This is an extremely useful task for helping students understand what exactly communism and fascism are, and how they operate. Then introduces some of the key policies that each dictator is following, and asks (alongside the knowledge of the political spectrum) which they feel was the most dangerous threat to peace. Also includes an option research project to look at one of the dictators. Adjust the sheet accordingly - it still has all my dates/rooms! All resources included, no textbook needed.

This lesson is for the AQA History GCSE ‘Germany 1890-1945: Democracy and Dictatorship’ course. It could probably be adapted for OCR/Edexcel too. It makes reference to the Red Oxford AQA textbook, but the lesson can be done without this as there is an information sheet provided. Lesson starts by looking at the famous Niemöller poem, asking students to think about what it means, and can they name any contextual examples from prior study that would corroborate with his claims. There is an introductory video clip for discussion, to get students thinking about why the Nazis would oppose the Church, and then a task to get them to look into why there wasn’t more opposition from the Church itself, as well as looking at the differing points of view from the different denominations, as well as a living graph task to track the relationship between the Nazis and the Church over time. Finishes with a 4 mark exam practice question which could be planned, written as a group, given for homework, or written up as a plenary activity.

Bumper lesson looking at: why children were employed, the dangers they faced, and the extent reforms improved things. Lots of good source reliability work too. Always love teaching this one, the students are always shocked by the gory details! (might take 2 lessons) Key words provided to be printed, can be stuck in. Starter = task based on the classic Horrible Histories ‘Work Terrible Work’ song Task looking at two pictures - one photograph and one drawing - of conditions for child workers, students annotate with the dangers they see. Follow on talking about reliability and what makes something reliable - what does that mean about how much we can trust either picture? Main source task - source sheet and table to fill in included - assessing attitudes to child workers and their conditions, and looking at the reliability of each source. Students come to their on conclusion about whether child labour should have happened. Task looking at factory reforms - pupils choose the examples they think made the biggest difference and explain why Finishes with 2 GCSE style ‘describe’ questions (based on AQA)

Second KS3 lesson looking at the Vikings. This lesson includes a worksheet/workbook to complete work in. -begins with a fun task looking at how some Vikings place names reveal what that settlement was like in Viking times. A timeline of event between Lindisfarne and the establishment of the Danelaw Introduction to the Danelaw and Burhs. A research task on changes under the Danelaw. Information is provided but could also make a fun IT lesson. LA and HA information pack included - if you would rather run this answering comprehension questions, those are on the end of the LA information sheet.

Following the AQA ‘The American Dream:Reality and Illusion 1945-1980’ course. Notes on Ford and Carter following the downfall of Nixon. This covers the end of the course.

A great history mystery! Optional: Start with the ‘Did Richard III kill the Princes in the Tower?’ documentary - this introduces the idea of interpretations, and can make a good start point to contest with the second lesson Talk through the different players, and then pupils use sources to decide who they think might have killed the Princes in the Tower. Can also discuss if they believed the princes were killed at all!

Notes on Nixon, the Watergate Scandal and impact. No activities included in this one, just straight forward details that you can shape your lesson around

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.

Second lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ Begins with a recap of the previous lesson; overview of the structure of the Tudor government, then looks in detail at the Royal Court, the Royal Household and the Privy Council. Finishes with an essay plan based on the topic. Also includes a workbook to help students take notes, and suggested reading/watching throughout.

7th lesson in the French Revolution scheme of work -begins with key words and asks pupils to judge what they think of Napoleon based on his painting. What does he want people to think of him? -Task to introduce his background -card sort which will ask pupils to judge whether each piece of information suggests Napoleon was a ‘saviour’ or ‘tyrant’ (both of these words are the key word list. There is a HA and LA version of this card sort. A final summary statement, asking pupils to use evidence from the card sort to support their view, and add an explanation (PEE/PEA)

The first lesson looking at the Tudors, designed to give a brief overview of all the monarchs. Includes a homework. Beings with a fun activity to establish what the class already knows about the Tudors; then there is a timeline task complete with information on each monarch. Two different timelines are available - a blank one, and one with prompts/headings. You can choose which best suits the level of support/stretch and challenge you’re looking for. Finishes with a recall/prompt game. Also included are some spellings that make for a great literacy-based first homework, to help learn the spelling of some of the key topic words.

A really fun, unusual and highly interactive lesson that uses archaeology to explore Wharram Percy, a deserted medieval village. Lesson comes complete with a little booklet to fill out which makes things much easier in terms of recording information. There are extra bits of information in the notes section of each Powerpoint slide to help -Fun activity plotting earthworks, introducing the toft and croft Assessing a skeleton - what can the bones tell us about life there? Guessing some archaeological artefacts, and assessing what they can teach about life in a medieval village examining a reconstruction examining a painting about the harvest finishes with a fun true or false task I LOVE teaching this, the students always get really into it. Lots of work went into putting it together, so hopefully all will enjoy!

A good starter lessons for new Y7 in September - sets out what ‘History’ is, and introduces some of the key time-related language a historian needs to use. This lesson will make sure all are familiar with the basic concepts of time (century, millenium, decade etc.), chronology (with a fun activity where they must all put themselves in chronological order in relation to age using their birthday, which is also a great ice breaker!), and BC/AD. All resources are included - the time worksheet is provided on the PPT in both A4 and A5 printable format, and there is a separate BC/AD printable chronology worksheet.

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. Lesson starts with a recap of what students can remember about Alfred the Great, before introducting Knut’s North Sea Empire. Main focus of the lesson is on the significance of Alfred, Knut and Emma of Normandy - mostly who was the most significant. Main task is a card sort where students are provided with evidence that can be attributed one of the three historical figures. First they have to establish who each piece of information belongs to; once that’s done, they must stick them down - the highter to the top of the page they place them, the more significant they deem the piece of evidence. (Provided is a blank copy of the evidence, and a colour coded version to check the answers) Following this, there is the plan for a significance question on Knut. This comes with a blank copy to fill in individually or as a group, and a filled in version for some ideas. Finally, a chance for a written answer or group discussion which of the three (Alfred, Knut, Emma) they think was the most significant and why (When I’ve done this in the past, I’ve often ask them to stick a post-it on the board with their choice and reason)

A lesson on the formation of the police force. Starts with a fun introduction where students must guess which crimes make up which slice of the pie chart; then uses a video to introduce the Bow Street Runners, and looks at why they were then later replaced with the Metropolitan Police. Main task features a set of questions which range from simple comprehension, to timeline making, into more complex explanation questions. All resources included, no textbook needed.

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.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 6 - looks at first the events, and then the impact of the My Lai massacre. Introductory details and maps provided. An investigation style lesson, complete with a video clip, ultimately tracking towards to the role of the media and waining public support for the war. Lesson also includes a 4 mark source question as a plenary, using a pictorial source.

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.

3rd lesson in the Viking scheme of work -starts with a fun literacy starter -lesson is a research/poster/project tasks, where students work in groups to research and then present on 6 different topics: Houses Weapons Ships and ship building Clothing Trade/coins Jewellery Research material is included, which is NOT mine (hence the free lesson). Instructions are given for feedback. This lesson should ask students to focus on change and continuity.

5th lesson in this scheme of work. This lesson starts with a word search to go back over key terms. It then tracks the events of the revolution 1789-1793, plotting events in a flow diagram, before a task which requires students to explain WHY specific events led to a more extreme revolution. It finishes with a homework task on Robespierre. This lesson requires the Hodder History ‘The French Revolution’ text book. If you don’t have it, there are scans of only the specific pages needed. These are NOT included in the price of lesson.