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Two lessons which firstly consider why the US took the decision to drop the A-bomb and then whether they should have done it. The first lesson introduces Hiroshima and Nagasaki by considering a series of mystery images. Students then learn the key facts using sources and video footage. They then complete a source-based activity analysing possible reasons for dropping the bomb. There are three versions of this activity including a more detailed G&T version and an SEN colour-coding version. The second lesson evaluates whether the USA should have dropped the bomb by considering a range of arguments both for and against. This leads into a final hot-seating activity whereby a panel of representatives from the US government defend their actions against the critical journalists.

The two objectives of this lessons are to emphasise the extreme dangers involved in the D-Day landings but also to introduce KS3 students to the new type of source utility questions at KS4 (focus on Edexcel “How useful is… for an enquiry into…” but can also work more generically for source evaluation in general). The starter is a WW2 prior knowledge quiz which reveals panels of a mystery image for students to guess. This quiz may need to be adapted depending upon students’ prior knowledge but the questions are quite standard causes/events of WW2. Students then use a fantastic 3 minute video to answer who, what, why, where when? questions about the event. To gain the necessary contextual knowledge to effectively evaluate the sources, they read a passage an highlight “Dangers faced by soldiers”. There is then an introduction to a source evaluation technique we call COP (content, own knowledge and provenance). Students evaluate the usefulness of a first-hand account of a landing on Omaha. They then write up their evaluation using a writing frame if required (SEN support). As an extension, students can try to apply the COP technique to a completely fresh photograph source. Alternatively, this extension activity makes a good homework. In the plenary, students hear some extracts from a high-level answer and have to idenify them as either content, own knowledge or provenance.

The lessons starts by testing the students’ prior knowledge of the plague from general knowledge or previous work on the Black Death. They then link the “Ring a Ring o’ Roses” nursery rhyme to the plague. After going through some key knowledge, students label a diagram of a plague doctor and consider which parts of his costume might actually have protected him. They then answer some comprehension questions on Samuel Pepy’s diary extracts to gain a sense of life at the time. The main activity is to create a public information poster to help citizens of London stay safe using only the knowledge available at the time. For the plenary, students consider how this poster would be different if they could have used modern-day knowledge.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the historical context of medicine in the early 20c: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. To learn about experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai. The two Power Points lead students through all activities with accompanying worksheets. They also provide feedback at intervals and advice on exam approach. Activities include a fact recall quiz, independent note-taking, information prioritisation, analysing the effectiveness of treatment, a four mark follow up question, preparation for the 4 mark factual recall question with a carousel activity.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the fight against lung cancer in the twenty-first century; diagnosis, treatment and government action. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides feedback and answers at intervals. Activities include paired and class discussion, individual research and note-taking and a card sort on government action with venn diagram.

This Edexcel 9-1 GCSE unit covers between 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The Power Point leads students through all activities with accompanying worksheets. These include event ordering of Nightingale’s life, summarising her impact and analysing continuity and change in hospital care. Having carried out numerous assessments already in this scheme of work, the lesson ends with a straight-forward Florence Nightingale obituary which could be set as a homework task.

IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers 4+ lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Changes in farming, the cattle industry and settlement, 1876-95. To understand the changes in farming: the impact of new technology and new farming methods. To understand the changes in the cattle industry, including the impact of the winter of 1886-7. The significance of changes in the nature of ranching: the end of the open range. To understand the continued growth of settlement: the Exoduster movement and Kansas (1879), the Oklahoma Land Rush of 1893. The Power Point leads students through all activities with accompanying resources. It also provides feedback and answers at intervals. Activities include card sorts, group presentations/sales pitches on new methods of farming, an 8 mark explanation exam question on consequences of the winter of 1886-7, analysing/categorising information into positives and negatives, a letter from an Exoduster, narrative recall of the land rush and event ordering.

This Edexcel 9-1 GCSE unit covers 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand… the reasons for economic recovery, including the work of Stresemann, the Rentenmark, the Dawes and Young Plans and American loans and investment. the impact on domestic policies of Stresemann’s achievements abroad: the Locarno Pact, joining the League of Nations and the Kellogg-Briand Pact. The Power Point leads students through all activities with accompanying resources. Activities include a whole class Stresemann human graph starter where students rate his level of success versus failure in light of new information before reaching an overall verdict (this can be done on a piece of paper with a line labelled from -5 to +5 for a quieter lesson), a summary table on Stresemann’s achievements, extension work considering perspective and how some achievements could also be regarded as failings, a source usefulness exam question with advice and support.

This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the growth of unemployment- its cause and impact. The failure of successive Weimar governments to deal with unemployment from 1929 to January 1933. The growth of support for the Communist Party. To understand the reasons for the growth in support for the Nazi Party, including the appeal of Hitler and the Nazis, the effects of propaganda and the work of the SA. The Power Point leads students through all activities with accompanying resources. Activities include starter video analysis on why the Wall Street Crash helped the Nazis, source analysis on the effects of the depression, a cut and stick activity categorising the effects, comprehension questions on the failing of the government and the rise of extreme parties, photo source analysis on Hitler’s appeal, note-taking on this topic with provided grid, card sort activity on reasons Nazis appealed to different sections of society and a full interpretation exam question with advice, examples and writing frame.

IMPORTANT: Some of the activities refer to the textbook "Edexcel GCSE (9-1) History: Weimar and Nazi Germany, 1918-1939 (editor Leonard A. and published by Pearson) ISBN 9781292127347 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand Hitler’s early career: joining the German Workers’ Party and setting up the Nazi Party, 1919-20. The Power Point leads students through all activities with an accompanying task booklet. Following a starter which answers 5W questions about the origins of the party using a short passage, students work in pairs to discuss the steps that would need to be taken to set up a new party. The booklet tasks then work through each stage, charting the early development of the party. Activities include colour-coding of a selection of the 25 Points into nationalist and socialist, making inferences from sources to understand why membership grew, note-taking/table on the impact of the changes Hitler made, an analysis of what key members bought to the party and a series of comprehension questions on the early SA.

This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the work of Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics of 1936. To understand Nazi control of culture and the arts, including art, architecture, literature and film. The Power Point leads students through all activities with accompanying resources. Activities include a short Derren Brown video to introduce the idea of mind control, last man standing on forms of propaganda, source comparison of Hitler and Goebbel’s methods, a Goebbels CV (possible homeowork), analysis of short extract from Triumph of the Will looking for examples of propaganda at the Nuremberg Rally, rearching examples of both propaganda and censorship and a Chamber of Culture simulation exercise sorting art work into keep and dismiss with discussion.

A complete revision guide for Edexcel AS/2 History Paper 1 The Crusades, c1095-1204. Content covers all areas of the specification. Simplified student assessment grids for Sections A/B/C AS and A2. 66 pages long.

To tackle the pressure of limited contact time and such a vast topic, I produced this KS3 unit and managed to condense the delivery down to two hours (although I’m sure more time could be spent on this topic). The Power Point leads the students through all activities with accompanying resources included. Aims and Objectives: To know the main events leading up to the outbreak of World War Two. To work on reading, note-taking and analysis, explaining the significance of these events and how they inter-relate. To make a judgement on the effectiveness of Appeasement. Over the two lessons, the students create a detailed information sheet which breaks the unit into four key areas with specific tasks for each. The booklet provides all of the information required to complete the tasks and there are two versions with one being shorter/easier. There is a focus on reading and comprehension with the teacher increasingly taking a step-back as the work progresses (whole class- paired- individual reading). The four key activities include explaining why the Treaty of Versailles angered Germans, why Germans came to support Hitler, summarising Hitler’s foreign policy aims and considering their appeal, map work on their application and a judgement on the effectiveness of Appeasement. There are extension tasks on linking factors and comparing their importance. There is also a starter quiz to recap lesson one’s work in the second half. This can be done in two hours- I’ve done it.

This KS3 lesson should take one hour to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To know the main reasons why each of the contenders thought they should be king. To understand why it is difficult to know what really happened. To consider who had the strongest claim and explain our choice (reach a judgement). Activities include a fun and slightly silly Pictionary starter on the key words for this unit. Students then use the information sheet to make notes on each individual’s claim to the throne. There is an SEN version where students can draw lines from facts to people. There is also a G&T extension which asks students to look more closely at source material on this topic. Students then show their understanding through writing a paragraph answer to the question “Who should be king?”.

This unit of work should take at least 3 hours to complete. The Power Point leads students through all activities with answers when required along with the necessary contextual subject knowledge. All accompanying resources are included. I have previously broken this unit down into three classroom lessons and one final IT lesson where students researched their Holocaust hero. LESSON 1 (Growing anti-Semitism of 1930s): Aims and Objectives: To know Hitler’s racial theories. To use sources to explore how these were put into practice throughout the 1930s in Germany. To empathise with those effected through producing a piece of creative writing in the first-person. LESSON 2 (Life in a ghetto): Aims and Objectives: To know what ghettos were and where they were set up. To understand the purpose of the ghettos. To carry out independent research into conditions inside the ghettos and demonstrate empathetic understanding of what it must have been like to live in one. LESSON 3 (The Final Solution): Aims and Objectives: To know the key events which led to the construction of death camps in Eastern Europe. To understand why these camps were created and how they eased the process of mass murder. To understand the motivation and psychology of those involved. The three lessons focus on the journey of two fictional Jewish children throughout the period 1933-45. A short diary entry is written at the end of each lesson explaining what has happened to them at this stage. Lesson 1 explores the growing anti-Semitism of the 1930s using a range of sources to chart the development and escalation. Lesson 2 explores conditions inside the ghetto using video clips and handout. The final lessons explains the process of the Final Solution and focuses upon how it was able to happen (from a psychological angle). The student booklet for this lesson uses a series of sources to explore the key issues. To end the unit on a more optimistic topic, students consider those who stood up against the Holocaust and create a information poster on their hero of the Holocaust.

Students develop their understanding of both Martin Luther King and Malcolm X’s contributions towards US Civil Rights. They weigh these against their failings and limitations to reach a verdict on who achieved the most. The final activity asks students to create a persuasive piece of writing in support of one of the leaders. There are two versions of each text- a simpler version and a more developed/advanced. There is also a table available to support weaker students. Persuasive writing is modeled as part of the Power Point.

This KS3 lesson should take around two hours to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To think about and discuss the main reasons both for and against banning slavery (from our own opinions and ideas held at the actual time). To put these arguments into categories and rank their importance. To know the key events which led to the banning of slavery and sort this information into key factors. To write up our findings in an essay style. Students evaluate to arguments for and against abolishing slavery across the British Empire. They categorise and rank the various reasons historically given. They then categorise the key reasons into those relating to the economy, the slaves themselves and the Abolitionists. This leads into an essay-style written assessment. A writing frame and mark scheme is also provided. To assist with the review of this assessment, there are explained samples paragraphs and a conclusion.