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The English Civil War The aim of this lesson is for the students to decide whether Charles I was guilty or not guilty at his own trial of ‘subverting the fundamental laws and liberties of the nation and with maliciously making war on the parliament and people of England.’ The lesson starts by questioning the types of hat the judge should wear followed by a series of biased images depicting Charles at his trial, of which students have to analyse and explain why. Students then examine and evaluate information about Charles’s actions to come up with a guilty or not guilty verdict. If found guilty then they will have to sign his death warrant! There is some sentence scaffolding and argument words provided if help is required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

American Civil RIghts This lesson aims to question the impact the KKK had on America in the 1900’s. It starts by looking at some of the racist actions of the KKK and the fear and intimidation Black Americans felt at the time. Students have to analyse a variety of evidence about the group before having to answer some differentiated questions, including voicing their judgements on its impact over time in the Twentieth Century There is also a link to the KKK or Ku Klux Klan today and what they are still trying to represent and promote. Students can also refer to this to build upon their conclusions as to the impact the Ku Klux Klan had on American society. The plenary requires students to fix and fix statements using their knowledge gained in the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

American Civil RIghts The aim of this lesson is to show a different approach to achieving Civil Rights pursued by Malcolm X. The start of the lesson asks why Malcolm Little changed his name and makes a link to the film by Spike Lee. It follows his early life chronologically and some higher order thinking questions are posed about his early criminal behaviour and school life. The lesson then looks at his later life and beliefs with Elijah Muhammed and the Nation of Islam and analyses some of his views and most famous quotations in a fun and engaging way. Students have to finally decide the most important aspects of his legacy and prioritise them, as well as deciding the fundamental differences of his beliefs and approach compared to Martin Luther King. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

American Civil Rights The aim of this lesson is to evaluate the impact of the 1955 murder of Emmett Till on the Civil Rights Movement in America. This lesson starts with the Bob Dylan song ‘The death of Emmett Till’. The question is posed as to why Emmett’s mother, Mamie Till-Mobley, had an open top casket at his funeral? Students are given sources to piece together the story before they find out what happened to him, including the trial and the role of the media (the story is differentiated according to ability). Video footage of his short life from the time reinforces their learning. Students then have a choice of answering some differentiated questions or completing an extended piece of writing. The plenary questions the impact of his death upon the Civil Rights Movement and help is given on how students can justify their reasons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson to find out about the hidden messages in Elizabeth I’s portrait paintings. Students learn about how Elizabeth manipulated her Tudor portraits and added symbols, each of which had a hidden meaning. The introduction to the lesson looks at anachronisms and modern day symbols put into portraits to get the students thinking how pictures should not always be seen and taken at face value. Thus inference skills are high on the agenda in this lesson. Students are then given information about each of her paintings and have to analyse and evaluate their meanings and various symbolic codes. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The aim of this lesson is to evaluate the consequences of Henry VIII’s dissolution of the monasteries and who were the winners and losers i Tudor England. The start of the lesson gets the students to imagine walking into a monastery, with accompanying music to set the tone. They are given character cards (for both monks and nuns) and introduce themselves to each other to learn about their various roles. Students then have to analyse information, which is starting to make them scared of the changes that are happening all around them and subsequently decide what will happen to their character as a consequence of the dissolution. The plenary tests them in a six minute challenge of what they have learnt in the lesson and adds a competitive edge at the end. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Middle Ages This lesson aims to find out if the negative reputation of King John being nasty and a bad king is a fair one. To do this, students begin by evaluating a number of historical interpretations from statues, Disney cartoons, portraits, a Horrible Histories interpretation as well using a number of sources of King John. These sources are then analysed individually using a grid sheet which will help the students to decide their final judgements if King John really was a ‘meanie’ and a bad King. The plenary uses a summarising pyramid to test and challenge their knowledge and understanding of King John. Students will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

The aim of this lesson is to understand why Henry VIII is always judged to be larger than life Tudor. It focuses on four portraits of Henry VIII from the early years until his death. Students will aim to write a descriptive piece about Henry by using each other to write it. When they finish, they will have a masterful descriptive paragraph which has been co-constructed by a number of them (with help from a word list). This activity is great for differentiation and team work. The lesson also attempts to banish the perception that Henry was always a large person who ate a lot. This is shown through video evidence and a thinking quilt. The plenary gets the students to summarise Henry’s match statistics and what he ‘should’ be remembered for. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

**The First World War ** The aim of this lesson is to understand how Germany was punished after World War I and how harsh the terms of the Treaty of Versailles were. The first part of the lesson looks at how the map of Europe changed. Students then have to think why the Big Three had different ideas on how to treat Germany after the First World War. Through various images and video footage, students can see what they decided and have to justify why they came to these decisions. The terms of the Treaty are discussed and then shown how to be remembered by students using a chatterbox (a template is included). The final part analyses and evaluates a number of historical sources and interpretations on the Treaty and their meanings. A recap plenary at the end of the lesson uses a spinning wheel which can be used in a competitive challenge. This lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The Suffragettes The aim of this lesson is to assess the impact of World War I on the Suffragette movement. Suffragette support for the war effort, women’s war work and the suspension of the suffragette campaigns during World War 1 are all touched on in the lesson. The lesson also analyses the changing perceptions and attitudes, as women took on the jobs the men left behind to fight on the Western Front in France. Students prioritise the most important roles women took as well as discovering through source analysis what they did. There are some excellent case studies of four women and what they did during the war, which provide a great insight into many of the roles women undertook as well as the resistance and male prejudice they faced. The final part of the lesson looks at the main reasons why women gained the vote and judge if the impact of the war was the main and fundamental reason for this. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to decide whether Mary Tudor deserved her nickname ‘Bloody Mary’. Students analyse the nursery rhyme and have to work out the hidden meanings, with two possible versions given to them. Using video evidence, students build up a picture of Mary before they have to then make their judgements, using differentiated sources of information as to whether she was bloody or not. For further challenge, they also have to debate and decide if it is weak or strong evidence. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Suffragettes The aim of this lesson is to question the motives of Emily Davison. Did she really mean to kill herself or was it a protest that went drastically wrong? Students learn what a martyr is and then sift through the evidence of her handbag to make some conclusions. However, not is all as it seems as conflicting source and video evidence only serves to add confusion to the debate as to whether it was an accident or not. The plenary also requires the students to question whether she can be called a martyr or not and whether she helped the suffragette cause by her Derby protest for the Suffragette cause This is a fun, engaging and challenging lesson which requires students to evaluate and make judgements using evidence as well as getting them to justify their opinions. There is also a chance of role play if you feel daring or not as the mystery of her death unfolds. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Suffragettes The aim of this lesson is to analyse perceptions of women and their role at home and in the family (the Angel on the House). Students scrutinise how women were treated in Victorian Britain with discrimination from society as well as the law and give their own analysis and judgements using sources from the time. They can do this through discussion or through an extended writing task, with help given if required. There are examples of how women were treated and a case study of a wife in an abusive marriage in Victorian Britain. The lesson includes written sources and video evidence. The plenary requires the students to show their new knowledge and comprehension of life for women at the time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand why penicillin was seen as a wonder drug and how it was discovered by Fleming and then developed by Florey and Chain during the Second World War. Students first of all learn about the role played by Alexander Fleming in the story of penicillin from his chance discovery and the acclaim that eventually followed. The lesson therefore leads the students inadvertently to celebrate his attributes and significance. The second part of the lesson devotes itself to the parts played by Howard Florey and Ernst Chain in the development of penicillin during World War II. Questions and sources are used to analyse why they were unhappy with Fleming and how they had tremendous problems initially producing enough to treat patients effectively. Students have to now question their original assumptions and finally evaluate the most significant of the three in the story of penicillin and antibiotics. There is also some source analysis for exam question practice. The lesson is accompanied by video footage and other documentary evidence as it establishes the part played by factors such as individual genius, science and technology as well as chance. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

Middle Ages This lesson is the sequel to the murder of Thomas Becket in 1170 in Canterbury Cathedral (Part 1). The students have to question if King Henry II was really sorry for the murder of Thomas Becket or whether he used his public apology merely as a publicity stunt. The lesson begins by asking them how horse hair, a whip, bare feet and a shrine are connected to the lesson. As the story unravels, they learn what Henry II did as a penitence for the murder, and how he attempted to atone for his actions. They plot this on a graph which allows them to analyse and evaluate his real motives. They continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

Middle Ages The aim of this lesson is for students to question and evaluate different interpretations in history for King Richard I. Students have to analyse various explanations and viewpoints of Richard the Lionheart from his statue outside the Houses of Parliament, to modern day films and the views of historians. As sentiment might overrule reality, they are ‘led’ to conclude he is a King of outstanding repute. They are then given details of the context of his reign and are shocked to discover his real temperament, brutal natureduring the Crusades and even the fact that he didn’t speak English! Students finally re-evaluate their original judgements and justify in an extended writing task which of the interpretations is now the more realistic one. They will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies Homework ideas PowerPoint format, which can be changed to suit

The aim of this lesson is to judge how powerful Doom Paintings were in Medieval and Norman England. Students will be posed questions to answer, such as why was the Church so important in medieval society and why did people find it so hard to ignore its messages of doom and gloom? Students will learn how Doom paintings were a powerful propaganda tool in the Church’s message over its illiterate masses. Students will examine various paintings and video footage to give an in-depth analysis of their messages. They will then be required to transport themselves into the medieval era and create an extended written piece to express the impact these Medieval Doom paintings were having on their way of life. There is a peer assessment activity to complete and success criteria to help them if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

The aim of the lesson is to understand how WIlliam the Conqueror asserted his control over the population using the feudal system. Students get to know how the feudal system works by interacting with each other in an interactive Norman style ‘party’. They each have a card to read which tells them their status and their oath to William. However they will have to decide and justify if they are happy with their status or not. This lesson is designed to be fun, with students required to interact with each other and show their status by using the tables and chairs in the room. The lesson uses video footage and music to engage and connect the learning. Further learning tasks include creating a feudal system diagram using differentiated prompts, as well as explaining how it worked and analysing how pleasant it was to be a peasant under this system. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

This lesson further explores the theme of William the Conqueror’s control and tightening grip on England as rebellion and opposition dominate his early years. Students will study William’s castle building program, from the Motte and Bailey through to stone keep castles and analyse their strengths and weaknesses. They will question why the Normans placed their reliance on these eye sores and how their features gave them control and defence against a hostile population. Furthermore they will evaluate how much control he was able to exert over the population using a control ‘o’ meter. Finally there is an interactive question and answer session with an Anglo-Saxon castle builder at the time who has some interesting things to say about his compliance in all of it. This lesson is therefore designed to be fun, challenging and engaging. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCSE Germany: 1890-1945: Democracy and Dictatorship The aim of this Revision Guide is to prepare and help students revise for their GCSE History exam. This resource in booklet form sets the AQA GCSE Germany: Democracy and Dictatorship course out in two sides of A4. This is ideal for the student who wants a quick recap of the course as it sets out all the main details, people and events in bullet form. It is also great for quickly printing and giving out for revision lessons, interleaving or for homework, especially when the course content has now doubled for the GCSE exam. I have included PDF and Word formats if there is a need to change or adapt. This is easy to photocopy and includes a summary of the exam questions from the start.