This is a couple of lessons work. It starts with a recap and an overall research task to obtain information to assess how successful was Lyndon Baines Johnson’s Great Society plans. Students are asked to produce a chart showing its successes and failures - there is a completed version included on the ppt which has a few examples. Following on from this, there is then a slide with some information about Sargent Shriver and his reasons for becoming frustrated with the Great Society. Some good Q&A could come from the statistic about the expense of the reforms against the cost of the Vietnam war. The second lesson uses the sourcework from the 2017 A2 AQA exam. Students are broken down into groups and asked to analyse their source in relation to the question and the markscheme - they are then to swap groups and share their knowledge about their source with other memembers. A homework task to write up their answers as an A2 answer is also included. This should NOT be used and set as cover work as teacher guidance is needed to facilitate group work and to ensure a higher level of analysis with the sources

Primary Source Analysis Flow Chart specifically for the AQA AS History specification but can be used for all primary source evaluations. An easy to use flow chart for AS students to help them meet the demands of the new Primary Source question for the AS AQA exam. The document helps weaker students formulate an answer helping them to structure their ideas, whilst offering some guidance and a checklist for more able students. It is complicated but it does work! The AQA exam question ask them to analyse the value of the source in relation to a specific question and then to make a comparison with another source about which offers the most value – in relation to the question. As part of this analysis, students are expected to comment on the provenance and tone (where relevant) as well as the context and argument of the period studied. For a top mark answer students need to be able to balance provenance, tone and context on their analysis of each source to provide a meaningful and substantiated judgement! It is tricky but this document helps students of all abilities meet the requirements being asked of them.

Attached is 1 word document that has a brief outline of the AQA A level coursework and 2 charts one for primary source analysis and one for secondary sources, I usually blow these up to A3 to allow students plenty of opportunity to thoroughly investigate the sources. For the secondary sources there is scope to push the students to thoroughly investigate the historiography fully.

This is a useful resource that shows the timeline of events and the basic history historians were using to write their histories. It covers the basic historiography to enable GCSE students to be able to examine the events that surrounded the historians and their view points. This is brilliant for the GCSE course OCR A Explaining the modern world, but it certainly useful as a basic or starter guide to historiography for A level students and is something that has worked great this year. See also the Appeasement Historical interpretations Timeline .

Revision activity for students to complete covering presidents Lydon B Johnson, Nixon, Ford, Carter and Reagan in terms of their Domestic and Foreign Policy. In line with the A2 AQA American Dream unit.

A break down for the AS AQA American Dream unit, using specification criteria and supported with key issues and events for greater context. Students can make a note where they feel their understanding of certain topics is, by dating under the red, yellow or green face. The idea behind this is so that students can see specific areas where they need to focus their revision; hopefully moving their learning all to the green smiley face by the time of the exam. This was an extremely useful resource for my students last year as they and I, were able to monitor their progress. I'm currently in the process of writing the new one for A2.

Hot the heels of my AS flow chart I have created a version for my A2 students and thought you would appreciate it. It is in line with the AQA requirements but with a little bit of tweaking it would be useful for any of the exam boards requirments for primary source analysis. Whilst not a restrictive formula, it does offer guidance for weaker students to follow an order to allow them to cover all aspects on the AQA mark scheme. It also works as a check list for the more able. This is subtly different from the AS version as there is no need for a judgment at AS, however the exam board does state that sources can be used and linked together where deemed appropriate and relevant.

This is worksheet for a lesson in Year 9 in preparation for getting students to understand the various historiography for appeasement at GCSE. This simplistically encourages students to identify the arguments for and against the policy. Student are then encouraged to complete an opinion poll and make a decision over how they would have felt about Hitler and the policy of appeasement in 1938 and then again for 1939. Students should be able to see how the circumstances surrounding Hitler’s actions changed people’s views and opinions.

Attached is a series of lessons covering the Personal Rule of Charles I to the start of the English Civil war. The lessons cover the beliefs of Charles and his royal prerogatives as well as Parliamentary privileges. The lessons show the development and growth of the political nation and shows how their beliefs and values were being challenged through the personal Rule of Charles. There are a number of activities including fill the gaps, quizzes, independent research, worksheets - all aimed at the OCR History specification. There is also a homework on the Grand Remonstrance which requires students to use sources to show how Parliament was divided the Grand Remonstrance. All lessons can be purchased individually. Whilst most of the lesson resources are on the ppt, a few activities require the use of the OCR War and Society text book.

A super GCSE revision lesson also suitable as a consolidation lesson. Includes ppt and worksheet covering the end of the Cold war and the impact of Reagan and Gorbachev on various events. The worksheet works along side the ppt, giving students options to work out the actions of which leader, match up key words with their definitions, complete a timeline showing the reductions in Cold War, make notes on a short youtube clip about the collapse of the Soviet Union. There is a section which examines specific crisis in Poland, Romania and Germany with some sample questions to test students knowledge at the end with OCR 5 and 10 mark style questions.

This is a Knowledge Organiser (KOs) which covers the short and long term causes of the English Civil War. Obviously as KOs, these only cover the absolute basics, however in conjunction with lessons and learning homework, the idea is that students gain valuable specific knowledge that they can then incorporate into their written answers. This KO could be used as a starter, recap, or as a learning homework that is then assessed in subsequent lessons. Some homework ideas that could be used along side this KO could be… Create 2 different revision (revision cards/ mindmap / mnemonic etc) to show how Charles ruled during his Personal Rule. Create a flow chart of the short term causes. Using the spider diagram on Tensions – recreate and give specific reasons for the increased in tensions between Parliament and the King 1629-1640. Create a mind map using the short and Long term causes of the Civil War. Don’t forget the key themes of tension!!! Quizzes on socrative The second sheet is exam specific criteria to help students identify the key skills for the GCSE Modern World A - Personal Rule to Restoration depth study.

This is a Knowledge Organiser (KOs) which covers the reasons for the restoration in 1660. As KOs, this only cover the absolute basics, however in conjunction with lessons and learning homework, the idea is that students gain valuable specific knowledge that they can then incorporate into their written answers. This KO could be used as a starter, recap, or as a learning homework that is then assessed in subsequent lessons. Some homework ideas that could be used along side this KO could be… 1)Create 2 PEEL Paragraphs – 1 to show the restoration occurred because of the popularity of the monarchy and the 2nd to explain why the republic was weak. 2) Look, cover, write – The 5 reasons why the monarchy was restored. 3) Create a mnemonic to explain the Declaration of Breda 4) Create cue cards to show how the restoration settlement differed from the Grand Remonstrance. 5) Quiz on Socrative. The second sheet is exam specific criteria to help students identify the key skills for the GCSE Modern World A - Personal Rule to Restoration depth study.

Attached is a knowledge organiser that covers briefly the reasons for USA’s involvement in Vietnam. The tactics of both the VC and the USA, a timeline, reasons for loss of support for the war in the USA and the impacts of the war on the USA. The second page gives some suggested ideas on how to use the knowledge organiser within starters, plenaries or as homeworks.

A simple chart for student’s to complete to show Hitler’s steps to war and the response of Europe (largely Britain and France). This resource then works brilliantly with the “Was the Policy of appeasement a mistake?” resource, as students are able to understand Hitler’s actions and understand why people changed their minds about appeasement.

This is 3 pages of blank charts headed with key criteria for students to complete along side their own work/ notes to help them have all key policies, events and issues in one place. Please note, this does not have teachable content - it is for student’s to complete using their prior work , knowledge and is something they can then use to test themselves. Truman, Eisenhower and Kennedy in terms of their Domestic and Foreign policy and Civil rights agenda. In line with the AQA American Dream A level unit.

This is just a lovely little starter activity that can be used for revision on the Mid Tudors Edward and Mary and religious settlement of Elizabeth I. Cards need to be cut out and students then match up the answer with the question - they should then follow in a sequence if they've matched them up correctly. This is a super revision activity that I have used with lots of success for many years.

Included are 9 revision tasks covering the Yr 12 unit for the AQA American Dream, Reality Vs illusion unit. The tasks encourage independence with own revision as they have choices, but also offers them guidance for support. These task will also be excellent useful revision for Yr 13. There are resources supplied for 6 our of the 9 different suggested revision tasks. The tasks range from planning essays, source work questions, quizzes, and card sort tasks. There are some red herrings - which should allow from some good discussion opportunities. The content covers, domestic including economic, political and social issues as well and foreign policy issues. I have used these in conjunction with my President chart overview - a separate document you can buy. Students complete the various activities such as - which policy which president? and Which Foreign policy, which president? which serves as helpful reminder, confidence boost, or a - "I really need to get stuck into some revision!" for students! A win win! This is tried and tested and worked brilliantly with my year 12 this year!

A lesson on Edward I. It covers the age of chivalry and the age of professional warfare. It examines 2 case studies as Edward I embarked upon his war in Wales and Scotland and then the hundred years war with France. Students are asked to complete worksheets and answer questions examining the impact of these conflicts on local, national, governement and psychological levels. The lesson draws together the key themes with a section on whether infact this period was an age of chivalry or an age of professional warfare. There are also some practise GCSE questions at the end. Attached is a ppt which has the resources at the end which can be printed off and completed by the students.

A source from the Southern Manifesto document and an appropriate AQA AS style question that encourages students to evaluate the primary source in relation to the exam criteria of provenance, tone, content and argument. By encouraging students to break down and analyse the source in relation to these specifics, it encourages them to always formulate their answer with the exam criteria in the forefront of their mind. This is only one source and it is therefore worth mentioning that for AS purposes they would need a futher source which they must then compare and decide which one offers more value. For A2 they would need a further 2 sources but they are not expected to compare the sources. This document works well with the How to answer a Primary Source flow chart document - one of my other resources available.

A super lesson that encourages students to identify the various actions and events surrounding the end of the 1905 revolution. The resources are within the ppt and can be printed off and used around the room for students to collect the information or used as part of a group task/ discussion. They are to discover the reasons why the Tsar survived and if he was strengthening or weakening the country. At the end students are asked to think about the short and long term impact of the Tsar's actions. This then leads onto a super assessment essay question - Did the Tsar's response to the 1905 revolution make Russia stronger or weaker.