Title of lesson: **How did German Jews’ lives change between 1933 and 1945? ** Learning Objective: **Examining how and why the persecution of Jews worsened between 1933 and 1945 and ** **Evaluating which event was a turning point for Jewish persecution Link to AQA specification: Part Three: The experiences of Germans under the Nazis **Aryan ideas, racial policy and persecution **

Title of lesson: **Why did Hitler hate Elsbeth Rosenfeld? ** Learning Objective: **Explaining what Nazis’ Aryan ideas were and ** Outlining the reasons why the Nazis persecuted different groups Link to AQA specification: Part Three: The experiences of Germans under the Nazis **Aryan ideas, racial policy and persecution. **

These resources are designed to follow the AQA A Level Component 1 Breadth Study Unit. This is for topic 1L: The Quest for Political Stability: Germany, 1871-1991. The resources will be ideal for following the AQA course in a chronological manner identifying the themes of political, social and economic change as you go through the resources. There is a PowerPoint attached which has all of the activities and resources within it. Learning Objective: To evaluate the most significant reason why Bismarck fell from power. Link to specification: Part One: Empire to Democracy, 1871-1929 The Kaiserreich, 1871-1914 Government opposition: the struggle between autocracy and democracy.

Kaiser Wilhelm II game. Really enjoyable and engaging activity that helps students to understand the key problems Kaiser Wilhelm II had to deal with during his reign. These resources are ideal for mixed ability students studying the AQA GCSE 9-1 specification on Germany: 1890-1945. The lessons are put in order of the scheme of work supplied by AQA. There are various activities that are engaging and differentiated to meet the needs of all students studying history at GCSE. They have worked extremely well with my classes this year who have all made great progress. Title of lesson: What problems did Kaiser Wilhelm II face? Learning Objective: Explaining the challenges faced by Wilhelm II and how he responded to these challenges Link to AQA specification: Part One: Germany and the growth of democracy Kaiser Wilhelm and the difficulties of ruling Germany: the growth of parliamentary government; the influence of Prussian militarism; industrialisation; social reform and the growth of socialism

Title of lesson: **How did Hitler become Chancellor of Germany by January 1933? ** Learning Objective: **Evaluating the roles of Hindenburg, Papen and Schleicher in helping Hitler to become Chancellor ** Link to AQA specification: Part Two: Germany and the Depression The failure of Weimar democracy: election results; the role of Papen and Hindenburg and Hitler’s appointment as chancellor.

These resources are ideal for mixed ability students studying the AQA GCSE 9-1 specification on the Elizabethan England topic. The lessons are put in order of the scheme of work supplied by AQA. Title of lesson: **How did Elizabeth’s government deal with the poor? ** Learning Objective: Explaining the different ways Elizabeth’s government tried to help the poor

These resources are ideal for mixed ability students studying the AQA GCSE 9-1 specification on Germany: 1890-1945. The lessons are put in order of the scheme of work supplied by AQA. There are various activities that are engaging and differentiated to meet the needs of all students studying history at GCSE. They have worked extremely well with my classes this year who have all made great progress. Title of lesson: How far had the Weimar Republic recovered after 1923? Learning Objective: Outlining how Germany’s economic problems were dealt with and Assessing Stresemann’s role in German recovery Link to AQA specification: Part One: Germany and the growth of democracy Weimar democracy: the extent of recovery during the Stresemann era (1924-1929); economic developments including the new currency, Dawes Plan and the Young Plan; the impact of international agreements on recovery

This SOW contains all 36 lessons plans, activities, homework and examination questions to Paper 1 for the AQA GCSE (9-1) course - Germany, 1890-1945: Democracy and dictatorship. Every lesson has in depth detail about the: Learning Objectives Learning Outcomes Activities for students to carry out in each lesson Homework set each week Resources needed in each lesson

Title of lesson: Why did Germany want a bigger navy? Learning Objective: Examining how Germans felt in relation to the impact of the Naval Laws Link to AQA specification: Part One: Germany and the growth of democracy the domestic importance of the Navy Laws This lesson will enable students to learn what the navy laws were in Wilhelmine Germany and why they were important to Germany and Wilhelm II. Students will be able to explain the importance of the laws for the German military and why Wilhelm II needed them as a domestic distraction against the problems of socialism that he faced. Students will learn about the navy laws through an engaging activity known as ‘dictogloss’. This lesson is a free sample as part of my bundle that I have available on my profile. The bundle focuses on Part One of the AQA GCSE specification and includes over 11 lessons with original and engaging resources for mixed ability classes. Check out my bundle in my shop! https://www.tes.com/teaching-resource/aqa-gcse-9-1-germany-1890-1945-part-one-germany-and-the-growth-of-democracy-lessons-1-11-11642392 Please leave a review and let me know what you think about this lesson.

Lesson Title: How did Hitler become dictator? Learning Objective: Evaluating events was that helped Hitler become dictator of Germany This lesson will teach students about the key events that helped Hitler become dictator. The students will be able to summarise each event that aided Hitler in becoming dictator through a card sort and table activity. (Teacher answers are provided). Students will be able to assess why each event was important in helping Hitler towards dictatorship. (Answers provided on the PowerPoint). Students will carry out a pass-the-parcel activity with statements being passed around the classroom and classical Nazi German music in the background (link on the PowerPoint to Youtube video). Students will be able to evaluate which event they felt was the most significant in helping Hitler become dictator. Success criteria and sentence starters provided for the class as differentiation for all students to be able to come to a decision by the end of the lesson. An official lesson plan is also provided as this lesson was observed by OFSTED. The OFSTED report personally mentioned this lesson and so I was obviously very proud of this achievement. 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 (Germany and the Depression) and includes many more original and engaging resources for mixed ability classes. Check out my 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-germany-1890-1945-part-two-germany-and-the-depression-lessons-12-17-11645194 Please give me your feedback with a review. Much appreciated!

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