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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 3 Lesson 10 – Treaty of Versailles
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AQA 1L: Unit 3 Lesson 10 – Treaty of Versailles

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This is the tenth 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 Treaty of Versailles. Starter activity: Students analyse a photograph (mystery) to work out what lesson is about Main activity: Students find out the aims of the Big Three by completing their thought bubbles. Then, the class researches and notes down the key terms of the Treaty of Versailles and why the Germans hated each term. Plenary activity: Students list five consequences of the impact of the Treaty of Versailles on Germany and the new Weimar Republic. Lesson title: What was the impact of the Treaty of Versailles on the Weimar Republic? Learning Objective: To evaluate the impact that the Treaty of Versailles had on the Weimar Republic in 1919
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 3 Lesson 8 – Weimar Constitution
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AQA 1L: Unit 3 Lesson 8 – Weimar Constitution

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This is the eighth 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 creation of the Weimar Constitution and its strengths and weaknesses. Starter activity: Students research and note down 10 facts about Friedrich Ebert’s political career / aims. Main activity: Flow diagram of the creation of the Weimar Constitution. Then, students complete a grid noting down elements of the 1919 constitution that were democratic / authoritarian. Plenary activity: Students note down strengths of the constitution under a ‘plus’ symbol and the negatives under a ‘minus’ symbol. Please note: An exam question has been included at the end of the PPT that could be completed either in the lesson or as homework. It is a Section B essay question. Lesson title: What were the strengths and weaknesses of the Weimar constitution? Learning Objective: To evaluate whether the Weimar constitution was more or less democratic than the Bismarckian constitution
AQA 1L: Unit 3 Lesson 7 – Spartacist Uprising
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AQA 1L: Unit 3 Lesson 7 – Spartacist Uprising

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This is the seventh 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 Spartacist Uprising in 1919 and why it failed. Starter activity: Students discuss how Freikorps felt about communists and why they felt this way. Video clip included to help. Main activity: Storyboard of key features of the Spartacist Uprising. Then, a spider-diagram summarising the factors that led to its failure. Plenary activity: Three differentiated questions for students to choose and answer in full sentences. Please note: An exam question has been included at the end of the PPT that could be completed either in the lesson or as homework. It is a Section A interpretations question. Lesson title: Why did the Spartacists fail? Learning Objective: **To evaluate why the Spartacists were defeated in taking over Germany in January 1919 **
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 **
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 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 3 – Economic problems in WWI
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AQA 1L: Unit 3 Lesson 3 – Economic problems in WWI

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This is the third 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 economic problems faced by Germany during WWI. Starter role-play activity: Re-cap activity of the strengths & weaknesses of German economy in 1914. Main activity: Students research impact of WWI on German economy and note findings around spider-diagram. Plenary activity: Students imagine they were Minister of Economics by the end of WWI. They must write a report to the Kaiser evaluating how the economy has been impacted by the war. Lesson title: What economic problems did Germany face in WWI? Learning Objective: To evaluate the economic problems Germany faced between 1914 and 1918
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 1 – Political impact WWI
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AQA 1L: Unit 3 Lesson 1 – Political impact WWI

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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.
AQA A Level Component 1L: Wilhelmine Germany, 1890-1914 - Lessons 1-20 bundle
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AQA A Level Component 1L: Wilhelmine Germany, 1890-1914 - Lessons 1-20 bundle

20 Resources
This bundle contains 20 lessons for the second unit of the AQA A Level Component 1L unit The Quest for Political Stability: Germany, 1871-1991. It covers Unit 2: Wilhelmine Germany, 1890-1914. The bundle contains 20 fully resourced lessons with a variety of engaging activities. These include role plays, spider-diagrams, tables and grids, video clips, exam practise questions, debates and so forth. There is also a work booklet that I have created included in lesson one of the bundle. The work booklet contains all of the necessary key information that the students need to complete the activities in all 20 lessons. The booklet not only includes the information (content) but also all of the activities shown in each of the PowerPoint presentations. Furthermore, there are checklists for the students to tick off what lesson they have completed to help with their organisation. There is guidance on completing practise exam questions.
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 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 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 - Wilhelmine Germany, Lesson 16 – women in Kaiserreich
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AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 16 – women in Kaiserreich

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This is the sixteenth 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 women’s lives in the Kaiserreich era. Starter activity: Students look at a portrait of a woman, Alice Salomon, from Kaiserreich era. They must imagine that if the portrait could speak, what would it tell the audience about women’s lives at this time. Main activity: Student research the lives & experiences of women between 1871 and 1914 in the social, economic and political contexts. Plenary activity: **What was life like for women in the Kaiserreich? Students have 100 words to use on Alice Salomon’s portrait from the start to answer the question using what they have learnt in the lesson. Lesson title: What was life like for women in the Kaiserreich? Learning Objective: **To evaluate the overall experience of the life of women in the Kaiserreich
AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 15 – social context & class hierarchy
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AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 15 – social context & class hierarchy

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This is the fifteenth 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 main social trends in Wilhelmine Germany. Starter activity: Students complete a jigsaw puzzle to work out the focus of the lesson. Main activity: Students research what German society was like in the Kaiserreich era by completing a spider-diagram. Task 2: Students create a class hierarchy diagram by noting down the make-up of each social class and the key roles/experiences of each social class. Plenary activity: Students discuss and then answer the questions: **Which social group experienced the greatest change? Which social group benefitted the most from economic change?** Lesson title: What were the main social trends in Wilhelmine Germany? Learning Objective: **To evaluate which social class benefited the most from the changes in Germany
AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 14 – impact of economic changes
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AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 14 – impact of economic changes

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This is the fourteenth 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 impact of economic changes on Germany by 1914. Main activity: Students research different areas of the economy and make notes on the economic development in that area (evidence) and the consequences the development had on Germany (evaluation). The main areas of research are: old & new industries agriculture trade & wealth. Plenary activity: ‘By 1914, Germany was considered an economic giant of Europe’. Students imagine they are Wilhelm II sending British PM Asquith a whatsapp message. In no more than 150 words they must explain to him why the economy is doing so well and what impact these developments have had on Germany. Homework: Plan an answer to the essay question (Section B): ** ‘The growth of the railway system was the key economic development in Germany in the two decades following unification’. Assess the validity of this view. [25 marks]** Lesson title: How was Germany effected by the economic changes? Learning Objective: **To evaluate the impact economic changes had on Germany by 1914
AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 13 – causes of economic success
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AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 13 – causes of economic success

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This is the thirteenth 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 causes of German economic success & growth from 1871 to 1914. Starter activity: Students research and write in no more than 10 lines what the economy was like in Germany in: 1871 1873-1896 1896-1914 Main activity: Students research and write around a spider-diagram the different reasons for German economic success. Plenary activity: Students choose one factor they think was the most important in causing economic success and write an evaluative paragraph using the success criteria to help them. Lesson title: Why was Germany so successful economically? Learning Objective: **To evaluate what factors made Germany so successful economically
AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 12 – political situation, 1914
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AQA 1L: Unit 2 - Wilhelmine Germany, Lesson 12 – political situation, 1914

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This is the twelfth 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 how far Germany had become a parliamentary democracy by 1914. Starter activity: Students create a democracy metre and ma historical hypothesis to the question: To what extent was the Kaiserreich a parliamentary democracy by 1914? Main activity: Students research and find out evidence for Germany turning into a parliamentary democracy by 1914 or remaining an authoritarian monarchy. Plenary activity: Students return to their democracy metre from the start of the lesson and make an evaluation based on what they have learnt. Lesson title: To what extent was the Kaiserreich a parliamentary democracy by 1914? Learning Objective: **To evaluate how far Germany had become a parliamentary democracy by 1914