AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of Northumberland’s rule in comparison to rule of the Duke of Somerset. Students focus from the start on Somerset’s legacy and the dilemmas now facing Northumberland, such as finance, foreign policy, religion and vagrancy. They then have to predict what Northumberland will do at home and abroad before being given the information to allow them to make a judgement of how successful he was. Finally the lesson analyses of the Treaty of Boulogne and Somerset’s foreign policy. There is some exam question practice to complete at the end, using sources , with help, prompts and a markscheme is required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The Industrial Revolution The aim for writing this lesson is to challenge the traditional view that Jack the Ripper targeted prostitutes or sex workers in Victorian London. Whilst much has been written about the Jack the Ripper and how clever he was to avoid detection, very little has been written about the lives of his victims. Therefore with this in mind, students will learn how difficult it was for Victorian women to lead comfortable lives as marriage, children, work, alcoholism, the workhouse and poverty took its toll on them. Students begin the lesson with an overview by learning what is known about Jack the Ripper, who he killed and how the police had little evidence or clues to go on. There is a video link and a true or false activity to complete this. They will then have to use a number of images to decide how hard life was for Victorian women and the pressures they were under. A differentiated missing word activity can be completed to piece together many of these problems, based on the lives of the five women murdered. A case study of Annie Chapman, the Ripper’s second victim, will centre around her privileged life before alcoholism took over, forcing her to separate from her husband and children as she moved from a village near Windsor Castle to the doss houses of Whitechapel. Here, students have to colour code the main factors and problems which affected her life. An extended writing task can then be completed, with a writing structure and key words given to help if required. The plenary poses some differentiated questions from the learning completed in the lesson. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included. A big thank you goes to Hallie Rubenhold, whose fabulous book ‘The Five: The Untold Lives of the Women killed by Jack the Ripper’ inspired me to write this lesson.

With revision in full swing, I have started to make these revision workbooks, which my Year 11 students love (as an alternative to death by Powerpoint). We pick certain sections each lesson to revise and come up with model answers and discuss the best way to tackle each question, considering exam time constraints. I print out the sheets in A5, which the students stick in their books and use to colour code They answer the questions next to or underneath the sheets. They can also be used for homework or interleaving.

This resource in booklet form sets the AQA GCSE 9-1 Germany 1890-1945 Democracy and Dictatorship course out in two sides of A4. This is ideal for the student who wants a quick recap of the course as it sets out all the main details, people and events in bullet form. It is also great for quickly printing and giving out for revision lessons, interleaving or for homework, especially when the course content has now doubled for the GCSE 9-1 exam. I have included PDF and Word formats if there is a need to change or adapt. This is cheap to photocopy and includes a summary of the exam questions from the start. If you like this resource, please check out my full revision guide for AQA GCSE 9-1 Germany 1890-1945 here: https://www.tes.com/teaching-resource/aqa-gcse-9-1-revision-guide-germany-1890-1945-11764985

**Medicine Through Time, c1250-present ** This resource is a condensed version of the Medicine Through Time course onto two sides of A4 . It is ideal for the student who wants a quick recap before the exam as it includes all the main details in booklet form. Simply print out double sided and fold down the middle. It is also great for giving out during revision or cover lessons, especially when the students claim they cannot remember anything they have been taught! This resource can be also used for homework and interleaving or for retrieval practice. It can also be easily emailed to parents or put on the school drive for easy access. I have included both PDF and Word formats if there is a need to change or adapt.

This 42 page revision guide is tailored to the Edexcel Medicine Through Time c.1250 to present specification for GCSE 9-1. It is broken down into 5 main sections: Medieval Medicine, Renaissance Medicine, Medicine in 18th and 19th Century, Modern Medicine and the Historic Environment, British sector of the Western Front . This revision guide includes 29 GCSE practice exam questions throughout on the main questions and gives examples on how to answer each using model answers. This will enable all learners to achieve the higher grades required by the exam board, including the skills of description, explanation, interpretation, change and continuity, source utility and cause and consequence. The information is also broken down into an easy to use format to aid the students in their revision programme. This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit with both PDF and Word files included. It can be used for revision, interleaving, home learning as well as class teaching. Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth up to £3.50 if you do.

Conflict and Tension 1918-1939 This resource in booklet form sets out the course in two sides of A4. This is ideal for the student who wants a quick recap and summary before the exam as it sets out all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! It covers the main events, issues and people connected with the course with a focus on exam requirements. I have included both PDF and word documents in case there is a wish to adapt and change.

American Civil RIghts This lesson sets out to ask the question if Abraham Lincoln was the ‘Great Emancipator’ that history claims him to be. By analysing his statue at the Washington memorial and using video evidence as well as a brief summary of the 13th Amendment and the American Civil War, students are given evidence (which is differentiated according to ability) from which they question this belief. Their ideas are then presented on a Venn diagram and presented to their peers. A true or false quiz at the end will attempt to consolidate their learning as well as questioning how emancipated the slaves were after the amendment became law. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The Tudors The aims of this lesson are for students to recognise how theatres changed under Elizabeth. They will analyse their early days as travelling performers with a poor reputation playing in pubs and fields to purpose built theatres such as the Globe, paid for by wealthy Patrons such as the Earl of Leicester. Students know through their links to their English lessons quite a lot already about Shakespeare and this lesson taps into their knowledge and builds upon it with a thinking quilt to examine how theatres developed. Furthermore there is a focus on Shakespeare’s plays and inspiration as well as an analysis of the Globe theatre. There is some excellent video footage to complement the learning tasks. The lesson finishes with an odd one out task which will revisit the aims of the lesson and how Tudor theatres and plays still have an impact on society today. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

This lesson aims to introduce the main contenders to the vacant throne of England in 1066 with the deat hof Edward the Confessor. Students have to understand why a chair (a throne) would cause a war and read a script to understand who the main contenders were and the reasons they put forward for having a claim to the English throne. Diffetentiated bloom’s questions aim to deepen their understanding and get them to analyse who has the best claim and why (thus extracting fact from fiction). A brilliant video link to English heritage and extra work sheets will give them all the knowledge required to create a newspaper report or table to ultimately evaluate these claims of the contenders The resource comes in PDF and Powerpoint formats if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included. The accompanying script for the lesson can be found here: https://www.tes.com/teaching-resource/medieval-britain-script-for-the-normans-who-had-the-best-claim-to-the-english-throne-in-1066-11456418 If you like this resource, please visit my shop where I have created further resources on Medieval Britain which can be found here: https://www.tes.com/teaching-resources/shop/PilgrimHistory

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to set the scene for the beginning of trench warfare and the problems for medical treatment on the battlefields of World War 1. Students will analyse the setting up of the trenches, how and why they were dug, which equipment they needed and how they used the trenches to defend and attack the enemy. They also assess the lie of the land and how this impacted on medicine and the wounded and the problems created. Activities include retrieval practice, evaluation of the terrain, use of video evidence as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This double lesson aims to explain the treatment soldiers received on the battlefield for their injuries and the new treatments available or being developed to aid their recovery. Students will analyse and evaluate the work of the RAMC, F.A.N.Y, V.A.D.'s as well as the role played by Regimental Aid Posts, Advanced Dressing Stations, Casualty Clearing Stations and Base Hospitals, There is also a case study of the underground hospital at Arras. They will focus on the significant advances in the treatment of the wounded including the Thomas Splint, the Carrel-Dakin method of using a sterilised salt solution in the wound, mobile and static x-ray units and portable blood transfusion kits as well as the ability to store blood. Furthermore there are case studies involving the pioneering work of brain surgeon Harvey Cushing and the reconstructive facial surgery of Harold Gillies, Activities include recall and retrieval, evaluation and analysis, summarising, discussion and debate, source analysis, the use of video evidence as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson examines the process and problems of migration using the Oregon Trail, exacerbated and proliferated by the discovery of Gold in California. Students analyse the positive and negative effects of migrating to California and are then challenged to link statistics to the various facts shown. There is some text analysis on the Donner Party and its consequences with key questions as well as video footage to reinforce the learning. Some GCSE question practice focuses of the narrative account question with key exam skills attached as well as some help if required. The plenary uses an interactive hangman game. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using the odd one out is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse some of the problems the early settlers faced moving west onto the Great Plains. Students have to work out the initial problems through various images and think through how they could solve these. They also have to decide how to deal with the swarms of locusts that descended on the Great Plain such as in 1874 when an estimated 120 billion grasshoppers devastated over 300,000 square kilometres of land. There is some GCSE exam question practice on the consequences question with some help given if required. The plenary requires students to use dice to pick and link key words together to create sentences. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice with talking heads is also included on the front slide. It comes in PowerPoint format if there is a wish to adapt and change.

World War II The aim of this lesson is to assess how Channel islanders survived the war with the only occupation of British soil by German armed forces. Britain had taken the decision to leave the Channel islands undefended. Therefore students are questioned as to why this decision was taken and how they might feel being at the mercy of the German occupation. Use of a text and a thinking quilt will help students analyse the ways in which islanders survived, through rationing, acts of resistance and their treatment by the German soldiers garrisoned there. The Germans attempted to make it a model occupation with respect shown to the islanders, but with curfews and censorship, students have to evaluate if this was the case. Some excellent video footage will also explain the treatment of prisoners of war moved to the island to help build the Atlantic Wall defences and how they attempted to manage under appalling conditions. Some real life testimony from survivors is also given to allow students to evaluate fully the significance of the occupation and survival techniques developed to survive. A big thank you in my research for this lesson goes to Dan Snow and his podcast on the occupation as well as the book by Duncan Barrett, ‘When the Germans came’, as well as testimony from a family friend who is still a resident on Jersey. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The lesson aims to explore the importance of the Kennan and Novikov Telegrams. The context of the Telegrams is given at the start of the lesson, with students using video footage to explain the consequences if the atomic bomb was used. Students will also learn of the recommendations each of the foreign ministers proposed to their respective superiors and the importance of their advise. There is also a home learning challenge which the students can answer a key question and self assess themselves using a model answer. The plenary make use of an interactive connect four game, complete with differentiated questions. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE question practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 This lesson focuses on the financial aid given to Western Europe as part of the Marshall Plan. Students have to evaluate how significant it was in relation to the Truman Doctrine and how Stalin reacted this ‘dollar imperialism’. There are differentiated questions which explore why this aid was also offered to Eastern bloc countries, how America was able to offer such huge sums and who received a majority of the aid. There is some text to therefore analyse and use to make inferences. The plenary asks students a series of questions which recap the lesson and consolidate their learning from previous ones. There is some GCSE exam question practice to complete, with tips on how to answer the consequences question, with a model answer given if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice. It also comes in PowerPoint format if there is a wish to adapt and change.

Superpower relations and the Cold War, 1941-91 The aim of this lesson is to be able to give a narrative account of the Cuban Missile Crisis. Students may already know some of the details of this lesson from their learning at Key Stage 3. Students are given the context of the pictures taken from the U2 American spy plane and evaluate the significance of this find, studying the photographic sources and maps from the time. They then take on the role of President Kennedy and see if they can match the decisions he made, collecting points on the way. This leads nicely into the GCSE question practice of writing a narrative account of the events, making sure they link the events together coherently and in chronological order. The plenary focuses on analysing the consequences of the crisis for Soviet and American relations. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to assess the importance of Gorbachev’s new thinking and evaluate the consequences of his new policies with the collapse of Soviet control in Eastern Europe Therefore this lesson is divided into two parts and can be delivered over two lessons. The first part of the lesson analyses Gorbachev’s problems when he became the leader of the Soviet Union. Students will analyse sources and decide on the biggest problems he faced before prioritising these in an evaluation task. The second part of the lesson requires the students to undertake a quiz, picking up points on the way with the right decisions made, as Eastern European satellite states began to increase their freedoms and break away from the Soviet Union. Students can write an extended answer from what they have learnt with literacy help given. A GCSE practice question on the importance of Gorbachev’s policies can be completed after a colour coding plenary task to summarise Gorbachev’s premiership. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.