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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.
Cuban Revolution & Bay of Pigs - AQA GCSE: Conflict and tension, 1945-72
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Cuban Revolution & Bay of Pigs - AQA GCSE: Conflict and tension, 1945-72

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There are two lessons included in this resource. The first lesson looks at the background to the Cuban Revolution and how America responded to Castro’s communist government. The second lesson focuses on the Bay of Pigs event and the impact this event had on Cold War relations between East and West. Title of lesson 25: **How did the USA respond to the Cuban Revolution? ** Learning Objective: Assessing the consequences of the Cuban Revolution on the Cold War Title of Lesson 26: What happened at the Bay of Pigs? Learning Objective: **Assessing the impact of the Bay of Pigs invasion on the Cold War ** Link to AQA specification: Part Three: Transformation of the Cold War **Tensions over Cuba: Castro’s revolution, the Bay of Pigs. ** Please note: For one of the main activities on the Bay of Pigs lesson, I use page 72 of the green OUP textbook by Aaron Wilkes. However, any textbook that has a section on the background to the Bay of Pigs will be fine. This lesson is a free sample as part of my bundle that I have available on my profile. The bundle focuses on Part Three of the AQA GCSE specification on Conflict and Tension between East and West, 1945-72 (the transformation 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 Three 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-21-29-11660896 Please leave a review and let me know your thoughts on my lesson. Much appreciated!
Communist revolution in China - AQA GCSE: Conflict and tension, 1945-72
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Communist revolution in China - AQA GCSE: Conflict and tension, 1945-72

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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
Elizabethan exploration: Francis Drake - AQA GCSE: Elizabethan England, 1568-1603 (Free resource)
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Elizabethan exploration: Francis Drake - AQA GCSE: Elizabethan England, 1568-1603 (Free resource)

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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.
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!
Elizabeth's early life - AQA GCSE: Elizabethan England, 1568-1603 (Free resource)
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Elizabeth's early life - AQA GCSE: Elizabethan England, 1568-1603 (Free resource)

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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
Navy Laws - AQA GCSE: Democracy and Dictatorship: Germany, 1890-1945
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Navy Laws - AQA GCSE: Democracy and Dictatorship: Germany, 1890-1945

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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.
Hitler becomes dictator - AQA GCSE Democracy and Dictatorship: Germany, 1890-1945
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Hitler becomes dictator - AQA GCSE Democracy and Dictatorship: Germany, 1890-1945

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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!
Jewish persecution under the Nazis - AQA GCSE Democracy and Dictatorship: Germany, 1890-1945
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Jewish persecution under the Nazis - AQA GCSE Democracy and Dictatorship: Germany, 1890-1945

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Lesson Title: Why did Hitler hate Elsbeth Rosenfeld? Learning Objective: **Explaining what Nazis’ Aryan ideas were and ** Outlining the reasons why the Nazis persecuted different groups This lesson will teach students about the different reasons why Hitler hated Jewish people in Nazi Germany. Students will learn this through a card sort activity by putting statements into different categories including: religious reasons, personal reasons, scientific reasons and ideological reasons. Students will have to prioritise which factors they thought were the three most important reasons as to why Hitler hated Jewish people. They will then complete an engaging activity imagining they had to send a text message to a friend explaining why Hitler hated Jews but they have a limited number of money linked to the limited number of words they are allowed to use. This lesson is a free sample as part of my bundle that I have available on my profile. The bundle focuses on Part Three of the AQA GCSE specification (the experiences of the Germans under the Nazis) and includes many more original and engaging resources for mixed ability classes. Check out my bundle in my shop! The link for the Part Three bundle can be found below: https://www.tes.com/teaching-resource/aqa-gcse-9-1-germany-1890-1945-part-three-the-experiences-of-germans-under-the-nazis-lessons-18-30-11645311 Please leave a review with your feedback. Much appreciated!
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 1L: Unit 3 Lesson 9 – German revolution historiography
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AQA 1L: Unit 3 Lesson 9 – German revolution historiography

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This is the ninth 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 historiography of the German revolution and to what extent it was a failure. Starter activity: Students create a historical hypothesis of how much of a failure they think the German revolution was by plotting their opinion on a ‘failure metre’ continuum line. Main activity: Summarising four historians’ key arguments about the degree of success of the German revolution. Then, class holds a debate. Plenary activity: Students return to continuum line from starter activity and summarise their opinions of which historical school of thought they most agree with and why as a paragraph. Lesson title: Was there really a German revolution in 1918-19? Learning Objective: To evaluate historiography of whether there was really a revolution in Germany in 1918-19
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
Exam Lesson 1: Essay Question - AQA GCSE: Conflict and tension, 1945-1972
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Exam Lesson 1: Essay Question - AQA GCSE: Conflict and tension, 1945-1972

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Title of lesson: Exam lesson question 4 Learning Objective: **To explain how to answer question 4 on Paper 1 ** Link to AQA specification: Part One: The origins of the Cold War This PowerPoint includes practise questions for students to be able to practise question 4 on the second part of Paper 1 of AQA’s ‘Understanding the Modern World’. 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 is: ‘The main reason for the development of the Cold war 1945-46 was the dropping of the atomic bombs on Japanese cities’. How far do you agree with this statement? Explain your answer. [16 marks + 4 SpaG marks]
AQA 1L: Unit 3 Lesson 2 – Political problems from 1917-18
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AQA 1L: Unit 3 Lesson 2 – Political problems from 1917-18

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This is the second 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 problems faced by German governments between 1917 and 1918. Starter role-play activity: Re-cap activity of the difficult position Chancellor Hollweg was in by the end of 1916. Main activity: Students research the different political problems faced by German governments and fill in their findings in a table under different categories. Plenary activity: Decision-making activity where students draw a pie chart to decide who held the most authority in Germany by 1918. Lesson title: What political problems did Germany face in 1917-18? Learning Objective: To evaluate the political problems Germany faced between 1917 and 1918
AQA 1L: Unit 3 Lesson 4 – Social problems in WWI
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AQA 1L: Unit 3 Lesson 4 – Social problems in WWI

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This is the fourth 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 social problems faced by Germany during WWI. Starter activity: Think, pair, share discussion activity based on photograph of German soldiers. Main activity: Card sort – students put them into chronological order. Then they create a living graph on the levels of patriotism and how they changed across the war years. Plenary activity: Students look at the outcome of their graph and discuss / write down answers to the question about which social group suffered the most during WWI. Lesson title: What social problems did Germany face in WWI? Learning Objective:** To evaluate the social problems Germany faced between 1914 and 1918**
AQA 1L: Unit 3 Lesson 5 – German revolution
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AQA 1L: Unit 3 Lesson 5 – German revolution

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This is the fifth 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 German revolution in 1918. Starter activity: Students must tell Prince Max von Baden why there has been complete political breakdown in Germany by 1918. Main activity: Flow chart of the ‘revolution from above.’ Then a spider-diagram of the causes of the ‘revolution from below.’ Video activity and reading / note-taking. Plenary activity: Summary paragraphs of why there was a German revolution – students choose the two most important factors. Lesson title: Why was there a German revolution? Learning Objective: To evaluate why there was a German revolution from October-November 1918
AQA 1L: Unit 3 Lesson 6 – Ebert’s consolidation of power
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AQA 1L: Unit 3 Lesson 6 – Ebert’s consolidation of power

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This is the sixth 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 how Ebert consolidated his power from October to December 1918. Starter activity: Students imagine they were a soldier returning from WWI. They must come up with grievances they have against Ebert & the SPD government. Main activity: Flow chart of the steps Ebert took to consolidate his power. Plenary activity: ‘Consolidation of power’ continuum line – students judge how successful Ebert was in consolidating his power and write a summary answer. Lesson title: How successful was Ebert in 1918-19? Learning Objective: **To evaluate how successful Ebert was in consolidating power between October and December 1918 **