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Cengiz Kemal's Shop

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I am a history teacher at a secondary school in North London. I’ve been teaching for over 6 academic years. In my shop you can find many amazing history resources to use in the classroom every day for all year groups from years 7-13. My GCSE resources are for the AQA spec. I have resources that cover the following units: •Democracy and dictatorship: Germany, 1890-1945 •Cold War, 1945-72 •Elizabethan England, 1568-1603. The A Level resources I have uploaded also follow the AQA spec.

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I am a history teacher at a secondary school in North London. I’ve been teaching for over 6 academic years. In my shop you can find many amazing history resources to use in the classroom every day for all year groups from years 7-13. My GCSE resources are for the AQA spec. I have resources that cover the following units: •Democracy and dictatorship: Germany, 1890-1945 •Cold War, 1945-72 •Elizabethan England, 1568-1603. The A Level resources I have uploaded also follow the AQA spec.
AQA 1L: Unit 2 Lesson 20 – Wilhelmine culture
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AQA 1L: Unit 2 Lesson 20 – Wilhelmine culture

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This is the twentieth lesson in the second unit of the AQA A Level Component 1L unit, The Quest for Political Stability: Germany, 1871-1991. This lesson focuses on Wilhelmine culture. Starter activity: Pictionary-style drawing activity. Main activity: Students make notes whilst teacher displays key notes on PPT – lecture-style activity. Then students carry out research activity on an individual who made significant impact on culture between 1871 and 1914. Please note: This lesson will require access to computers to carry out internet-based research. Plenary activity: Students create museum by displaying their findings across the classroom and then walking around and filling out a table on four different areas of culture. Lesson title: Why was German culture so diverse? Learning Objective: To evaluate the impact that different individuals had on German culture
AQA A Level: NEA Component 3: Witchcraft c.1560-1660, Lesson 1 - Introduction to NEA
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AQA A Level: NEA Component 3: Witchcraft c.1560-1660, Lesson 1 - Introduction to NEA

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Lesson title: Unit 3: Historical Investigation: The European Witch Craze, 1560-1660 Learning Objectives: **To understand how to complete the essay for the historical enquiry ** **This lesson includes an introductory PowerPoint and a student work booklet that follows the entire unit’s PowerPoint presentation with a range of different and engaging activities for the students to complete. ** These resources are for A Level AQA students studying the NEA (Non-Examined Assessment) Component 3. The coursework that I have designed for my students centres on witchcraft in Europe from 1560-1660. The course looks at the different causes of witch-hunting across Europe, mainly in England, Scotland and Germany. The notes will build up over the course to which students will answer a coursework question focusing on the causes of witch-hunting between 1560 and 1660. This year my students completed the question: “Within the context of the years 1560-1660, to what extent were socio-economic factors the main reason for the growth in witch-hunting persecutions in Europe?” The first section of the course is the breadth study. Students will learn the wider historical context of witch-hunting and the beliefs in witches across Europe as a whole in the 16th and 17th centuries. Please note: I have created a booklet that follows all of the lessons in this unit. It contains the essential content and activities that are on all of the PowerPoints. Students should refer to this booklet in all lessons.
AQA A Level Component 1L: Unit 2 - Wilhelmine Germany, Lesson 1 – Wilhelm II
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AQA A Level Component 1L: Unit 2 - Wilhelmine Germany, Lesson 1 – Wilhelm II

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This is the first lesson in the second unit of the AQA A Level Component 1L unit, The Quest for Political Stability: Germany, 1871-1991. These lessons focus on Wilhelmine Germany from 1890-1914. This lesson focuses on Kaiser Wilhelm II. Starter activity: class discussion focusing on a re-cap on Wilhelm II’s personality and attitude by looking at Bismarck’s resignation in 1890. Main activity: fact file of Wilhelm II watching a documentary. Plenary activity: 3…2…1! Students must write down in green pen: 3 facts about Wilhelm’s character/personality, 2 key events in his life and 1 explanation of how his upbringing prepared him for the role of Kaiser. Lesson title: **Who was Kaiser Wilhelm II? ** Learning Objective:** Evaluating how far Wilhelm II’s upbringing and personality prepared him for the role of Kaiser ** Please note: There is a booklet contained in this lesson that should be used by students for all 20 lessons in this unit.
AQA 1L: Unit 2 Lesson 18 – Wilhelmine working class
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AQA 1L: Unit 2 Lesson 18 – Wilhelmine working class

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This is the eighteenth lesson in the second unit of the AQA A Level Component 1L unit, The Quest for Political Stability: Germany, 1871-1991. This lesson focuses on the lives of the working class in Wilhelmine Germany. Starter activity: Students ask three questions that a historian could ask about a picture of the German working class. Main activity: Student draw a plus and minus symbol in their book. Under these symbols, they write down the benefits and drawbacks of working-class people in Germany between 1871 and 1914. Plenary activity: Return to the questions from the starter and answer them in green pen. Lesson title: What was the condition of working people? Learning Objective: To evaluate what it was like to be a member of the working class in Germany
AQA 1L: Unit 2 Lesson 17 – Elitism & culture of militarism
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AQA 1L: Unit 2 Lesson 17 – Elitism & culture of militarism

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This is the seventeenth lesson in the second unit of the AQA A Level Component 1L unit, The Quest for Political Stability: Germany, 1871-1991. This lesson focuses on elitism and militarism in the Kaiserreich. Starter activity: Students make a list of three key features they remember from the last unit of the roles / responsibilities of the army. Main activity: Student research elitism and culture of militarism by researching and answering comprehension questions around a spider-diagram. Plenary activity: Why did the military have a high status in Germany? Summary paragraph written by students. Lesson title: Why did the military have a high status in Germany? Learning Objective: To evaluate the role of elitism and militarism in the Kaiserreich
AQA 1L: Unit 2 Lesson 19 – Wilhelmine anti-Semitism
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AQA 1L: Unit 2 Lesson 19 – Wilhelmine anti-Semitism

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This is the nineteenth lesson in the second unit of the AQA A Level Component 1L unit, The Quest for Political Stability: Germany, 1871-1991. This lesson focuses on anti-Semitism in Wilhelmine Germany. Starter activity: Jigsaw puzzle activity where students work out what the lesson will be focusing on. Main activity: Student researches four factors for anti-Semitism in Wilhelmine Germany and make notes around spider-diagram. They then categorise the three most important factors. Plenary activity: Why did anti-Semitism develop in Wilhelmine Germany? Summary paragraph using sentence starters / success criteria. Lesson title: Why did anti-Semitism develop in Wilhelmine Germany? Learning Objective: To evaluate the different reasons why anti-Semitism developed in Wilhelmine Germany
AQA A Level Component 1L: Bismarckian Germany, Lesson 7 – Otto von Bismarck
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AQA A Level Component 1L: Bismarckian Germany, Lesson 7 – Otto von Bismarck

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This is the seventh lesson to the AQA A Level Component 1L unit The Quest for Political Stability: Germany, 1871-1991. This lesson focuses on the historical figure of Bismarck. Specific focus is given to his characteristics and personality, his key aims, motives and beliefs and how key events in his life impacted German politics later on. Activities include source analysis as a starter, fact file of Bismarck and a plenary using the game show ‘Take me Out’ where students have to convince the class to go out on a date with Bismarck by highlighting his personality, aims & beliefs. Lesson title: Who was the real Bismarck? Learning Objective: **To analyse how Bismarck’s personality and key events in his life impacted German politics later on
How did the Cold War start? - AQA GCSE: Conflict and tension, 1945-72
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How did the Cold War start? - AQA GCSE: Conflict and tension, 1945-72

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Lesson Title: How did the Cold War start? Learning Objective:** Describing the key differences between Capitalism and Communism and** Explaining why the contrasting ideologies led to the start of the Cold War This lesson will teach students about how the Cold War started, focusing particularly on the ideological differences between the two superpowers, Russia and America. Students will need to create 6 snap chat frames for either the ideology of capitalism or the ideology of communism. All of the information for both ideologies has been provided on the PowerPoint. Students will join another pair after they have completed their own ideology and present the ideologies to each other so that the class has a full understanding about both key ideologies and the contrasts between them. Students will then use this knowledge to complete a plenary activity whereby they must explain why these differences in ideology would lead the superpowers in to a Cold War. 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 on Conflict and Tension between East and West, 1945-72 (the origins 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 One 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-1-11-11649724 Please let me know what you think of this free resource by leaving me a review. Much appreciated!