This resource has two lessons included in it. The first focuses on the causes of the 1956 Hungarian Uprising. The second lesson focuses on the reactions of the East and West to the Hungarian Uprising. Lesson 20: Why was there an uprising in Hungary in 1956? Learning Objective: **Explaining why there was an uprising in Hungary in 1956 ** Lesson 21: How did the superpowers respond to the Hungarian Uprising? Learning Objective: Exploring the reasons behind how the East and West responded to the Hungarian Uprising Link to AQA specification: Part Two: The development of the Cold War **The ‘Thaw’: Hungary, the protest movement and the reforms of Nagy; Soviet fears, how they reacted and the effects on the Cold War. **

Title of lesson: **Exam Lesson question 1 ** Learning Objective: To explain how to answer question 1 on Paper 1 (Cold War section) Link to AQA specification: Part Two: The development of the Cold War This PowerPoint includes practise questions for students to be able to practise question 1 on the second part of Paper 1 of AQA’s ‘Understanding the Modern World’. This focuses on the sources question and how historians know it supports a part of the Cold War topic. There are sentence starters and model answers to aid the lower ability students. Mark scheme descriptors are also included. The questions included in this PowerPoint are: Study Source A. Source A supports the United Nations intervention in Korea. How do you know? Explain your answer by using Source A and your contextual knowledge. [4 marks] Study Source A. Source A is critical of Stalin and the USSR. How do you know? Explain your answer by using Source A and your contextual knowledge. [4 marks] Study Source A. Source A supports the USSR. How do you know? Explain your answer by using Source A and your contextual knowledge. [4 marks] Study Source A. Source A supports the USA taking part in the space race. How do you know? Explain your answer using Source A and your contextual knowledge. [4 marks]

This is the first lesson in the third unit of the AQA A Level Component 1L unit, The Quest for Political Stability: Germany, 1871-1991. This lesson focuses on the political impact of WWI on Germany between 1914 and 1916. Starter role-play activity: Students imagine they were Chancellor Hollweg and they must explain the causes of WWI to Kaiser Wilhelm II. Main activity: Students research the attitudes different groups had towards the war and the political impact these attitudes had on Germany. Notes will be written into a table. Plenary activity: Students summarise the political impact of WWI on Germany by categorising the Kaiser’s main concern by 1916. Lesson title: What was the political impact of the First World War on Germany? Learning Objective: **To evaluate the political impact of WWI on Germany between 1914 and 1916 ** Please note: I have included a booklet that I created into this lesson. This booklet should be used and referred to by the students in all 19 lessons in unit 3 of this component. It has all of the key content information as well as all of the activities from the PowerPoints.

This lesson focuses on Francis Drake’s circumnavigation around the world and specifically the dangers and achievements he faced/gained on his journeys. This lesson is perfect for GCSE students studying the AQA spec. It is planned for use in a mixed ability class. This lesson is a part of my bundle on Part Two of this topic (Life in Elizabethan Times). You can find more of my resources for lessons 12-25 of this section of the topic on my profile. The link is below for you if you would like to have a further look: https://www.tes.com/teaching-resource/aqa-gcse-9-1-elizabethan-england-1568-1603-lessons-12-25-bundle-11809108 Students begin the lesson by sticking a picture of Francis Drake into their books and then using key information on the PowerPoint to write down notes around four categories around their picture including: achievements of voyage, aims for voyage, dangers/difficulties faced and places visited. (There is an option to watch a video clip about Drake’s voyage that students can use instead of the information on the PowerPoint). Students will then recreate the Drake’s voyage around the world using an A3 copy of a map and a card sort to plot the journey in chronological order. Once their map has been successfully completed, they will use the information for each of the cards to add key factual information around Drake’s picture from earlier in the lesson. Plenary: What was gained from Drake’s voyage of 1577 to 1580? Students will need to show what they have learned from the lesson by making a list of 5 achievements/consequences from Drake’s voyage. (There are suggestions on the last slide of the PowerPoint to help the weaker students in the class). Title of lesson: Why was Drake’s circumnavigation an achievement? Learning Objective: Explaining the degree of success on Drake’s circumnavigation voyages Please note: For this lesson you can use the new red AQA textbook ‘Elizabethan England: 1568-1603’ by Wesley Royle.

This lesson focuses on Elizabeth’s early life and career before she became Queen. This lesson is perfect for GCSE students studying the AQA spec. It is planned for use in a mixed ability class. This lesson is a part of my bundle on Part One of this topic (Elizabeth’s Court and Parliament). You can find more of my resources for lessons 1-11 of this section of the topic on my profile. The link is below for you if you would like to have a further look: https://www.tes.com/teaching-resource/aqa-gcse-9-1-elizabethan-england-1568-1603-part-one-elizabeth-s-court-and-parliament-lessons-1-11-bundle-11808302 Students begin the lesson by watching a video clip and answering three questions around a spider-diagram about Elizabeth’s birth and family when she was born i.e. Henry VIII, her mother’s background etc. Students create a timeline to summarise Elizabeth’s main events in her life up to her succession in 1558. Model answers and guidance is provided for all students so that there is clear differentiation. Extension tasks are provided for students including an activity where students choose three key events from their timeline of Elizabeth’s life and they have to explain why those events were significant in shaping Elizabeth’s personality and character. There is a chance for all students to come to a decision at the end of the lesson which can be conducted as a mini-debate focusing on whether Elizabeth’s early life prepared her well or not in being Queen of England later on in her life. There is an extension task/homework at the end of students using what they have learned during the lesson to create a job application for Elizabeth using key factual information/content to create the application. Title of lesson: Was Elizabeth ready to be Queen? Learning Objective: Judging how well-prepared Elizabeth was for her role as Queen Please note: For this lesson I use pages 12-14 from the new red AQA textbook ‘Elizabethan England: 1568-1603’ by Wesley Royle. Link to YouTube video in PowerPoint: https://www.youtube.com/watch?v=pV2GKPtnlTo

Lesson Title: Why did the Cold War get colder in Asia? Learning Objective: **Describing the key events of the Chinese Revolution and ** Explaining the significance of events in Asia for superpower relations This lesson will teach students about hthe communist revolution in China in 1949. Students will learn about the Chinese leader Mao Zedong through teacher-led explanations. Students will carry out questioning of a source to start the lesson in order to make them think about communism spreading to Asia. Students will learn about the key events that occurred in China in 1949 and 1950 and explain why each event was significant to the Cold War by completing a map timeline to help them learn and understand the key factual information. (PLease note that any textbook can be used for this activity. However, I use pages 38 & 39 from the green OUP textbook by Aaron Wilkes). Students will then make a decision as to what event they thought was the most significant in China in affecting relations between East and West in the Cold War. Students will consolidate their learning in a written activity and there will be success criteria to model to the students how to write their answer (clear differentiation for all students to be able to access). This lesson is a free sample as part of my bundle that I have available on my profile. The bundle focuses on Part Two of the AQA GCSE specification on Conflict and Tension between East and West, 1945-72 (the development of the Cold War). The bundle includes many more original and engaging resources for mixed ability classes. Check out the bundle in my shop! The link for the Part Two bundle can be found below: https://www.tes.com/teaching-resource/aqa-gcse-9-1-conflict-and-tension-between-east-and-west-1945-1972-lessons-12-20-11649745