I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Conflict and Tension 1918-1945
This 28 page revision guide is tailored to the above AQA specification for GCSE 9-1. It is broken down into 3 main sections: Peace Keeping, the League of Nations and the Road to war.
This revision guide includes practice exam questions and gives examples on how to answer each. This revision guide will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The questions target the four main questions in the exam from source analysis, chronology, cause and consequence, significance and evaluation.
The information is also broken down into an easy to use format to aid the students. The Guide can be used for revision, interleaving, home learning as well as class teaching. For home learning, each student taking GCSE History in my school has a copy assigned to them on the google drive and it is used frequently when using google classroom assignments, such as homework and revision for assessments.
This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both Word and PDF format.
Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth £3.00 if you do.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
I have produced this bundle of resources on Weimar Germany 1918-1928 to help A Level students access the course and help them to gain a deeper understanding of Germany’s past through political, social, economic and cultural perspectives.
The enquiry question throughout these lessons will be to question how weak or strong Germany was politically, economically or socially.
Students will learn how the impact of war had a profound effect on the establishment of the Weimar Republic and the significance and consequences of the Peace Settlement.
They will also learn about political instability, with extremism from the left and right, the problems of coalition government and the state of the Republic by 1923 with the invasion of the Ruhr and hyperinflation.
Finally students will assess the issues facing Germany from 1924 and the role of individuals such as Stresemann and his impact on the Golden Age of Germany in his domestic and foreign policy.
The lessons are as follows:
L1 Introduction and pre-war Germany
L2 Political crisis of 1918
L3 The German Revolution
L4 The Weimar Constitution
L5 Treaty of Versailles
L6 Hyperinflation
L7 Invasion of the Ruhr (free resource)
L8 Political instability and extremism
L9 100 Days of Stresemann
L10 Economic miracles
L11 Weimar Women
L12 Weimar Youth
L13 Jewish people in Weimar
L14 Weimar Culture
L15 Weimar Politics, 1924-8
L15 Germany’s international position
The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
I am currently completing further lessons for the course which will appear on TES shortly.
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the political and economic impact of the Ruhr invasion upon Germany.
Students begin by recapping Germany’s inability to pay reparations and its request to suspend payments to stabilise their currency. They also learn in more depth how they were required to pay and how a bad situation was made worse by the Allies.
Students also have to answer a series of questions and predict how Germany reacted to the occupation by French and Belgian troops.
A chronological task completes the lesson together with some source exam question practice. Some help is given if required together with a generic markscheme.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the success of Stresemann’s policy of fulfilment.
Was his commitment to fulfilment just a devious policy to cover up his nationalist agenda or is this too harsh a judgement and Stresemann remains one of the outstanding political figure of the Weimar era?
Students begin by learning what fulfilment was and how the Allied powers viewed Germany by 1924. They will then analyse what Stresemann achieved such as the Locarno Pact, Kellogg-Briand and Berlin Treaty.
However further analysis reveals some secret dealings with Russia and rearmament; in some exam question practice students will be required to make a judgement as said above.
He plenary asks students to unscramble some key words from the lesson and explain their context.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the stability and strength of coalition governments during the ‘Golden Age’ of Germany.
Students begin by assessing why this time has been called a period of political stability, with extremist group and anti-Republican parties losing support. They hava a number of statistics to analyse as well as making a judgement as to how stable the Republic really was.
The election of Paul von Hindenburg will give them ammunition as well as information about the political parties to attempt some GCE question practice at the end.
The plenary gives some humour to the political machinations of the Weimar Republic where students have to answer questions by splatting bubbles.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the impact of the ‘neue Sachlichkeit’ in Weimar Germany and question to what extent it was welcomed by all groups in German society.
The lesson begins with an introduction to how tolerance and a reduction of censorship brought with it a new cultural and political freedom with experimentation in the arts.
Students then have to prepare a essay practice question using images and information on how Germany was changing and challenging old norms.
A summary diagram and some links to today are made to show how far reaching some of the changes and new ideas were.
There is also some source practice as well to complete for homework if required, complete with a planning sheet and generic markscheme.
The plenary uses the octagon technique to check learning and understanding from the lesson.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to judge how far Jewish people assimilated themselves into German society.
Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers.
They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929.
The plenary is a flash card activity where the students link people and events to themes throughout the lesson.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to question whether the ‘new woman’ in the Weimar Republic was no more than a myth.
The beginning of the lesson focuses on social welfare and who was entitled to what at the end of the war. However, students learn how many people felt cheated by the system and assess why so many different groups felt aggrieved.
In the second part of the lesson, students ascertain who was classed as the new woman in Weimar Germany. They also evaluate whether the new freedoms afforded to women were in fact inconsequential in areas such as politics, employment and sexual freedom.
Case studies for four women are scrutinised before students complete some exam practice, with help given if required.
The plenary requires students to compete some fragmented sentences.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to judge how rebellious the youth of the Weimar Republic really was.
Students are required to complete some source scholarship and evaluate a range of information to make up their minds before tackling an exam practice question.
They analyse how they were educated and the provision of schooling along class lines as well as there affinity to youth groups and youth gangs.
The plenary however challenges this negativity and gets students to think of positive aspects of youth culture.
Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and a generic markscheme.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the strength of the Weimar economy under Stresemann.
Students recap in the Ruhr crisis before they had to complete sentences to predict how the economy will fare under Stresemann.
They are given a exam question to plan and prepare using the information provided – they will need to focus on the economy’s short and long term strengths and weaknesses.
The thinking hats plenary uses differentiated questions for the students to decide the extent of the recovery.
A final source exam question can be used for a homework with a planning sheet and generic markscheme provided.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the problems Stresemann faced as Chancellor.
Students are given the context to the state of Germany by the end of 1923 and the background to Stresemann’s arrival to lead the Grand Coalition.
They are given four pressing problems facing Stresemann and have to prioritise what he should tackle first. A series of question will also challenge their thinking on his decisions, with answers given when required.
Students will also learn the roles of Hjalmar Schact and Charles Dawes and their significance in stabilising Germany.
Finally some exam practice focuses them on how Germany recovered and how the loans from America were put to good use.
The plenary is an old favourite of head, heart, bin and bag.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the state of the Republic by 1924 as a consequences of risings from the left and right.
As there is a lot of information in the lesson, students are given an overview of the learning in the lesson and what is covered.
Students begin by rating how serious six political uprisings were and be able to justify their choices.
They also have to summarise the reason why coalition governments made the Republic so weak, using information provided.
Case studies also focus on the Spartacist Uprising, the Munich Beer Hall Putsch and political assassinations.
This will enable students to tackle a source based question on the political instability of the Weimar Republic between 1919-24.
The lesson comes complete with a generic marksheme and question planning sheet.
The plenary is a find and fix task, recapping on learning from the lesson.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the effects of hyperinflation upon German society.
There is much debate on whether Germany had the ability to pay its reparations; students have to decide how exaggerated German woes actually were.
Moreover Germany had been suffering from inflation since 1918; students again have to decide why the government pursued an inflationary policy and how this was enforced politically upon them.
Students are also required to assess the winners and losers of hyperinflation and who was affected in the short, medium and long terms.
Finally there is a literacy bodged plenary to complete together with some source exam question practice, with a planning sheet and generic markscheme if required.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to examine the terms of the Treaty of Versailles and assess the German reaction to it.
Students begin by completing a missing word task to gauge the German ‘acceptance’ of the Armistice.
They learn about Wilson’s 14 points and in groups put themselves into the shoes of the Big Three to decide how to punish Germany, with prompts given for help.
Students also examine and analyse the terms of the Treaty and decide where German pride, economic and military power were challenged. They then have to determine how justified German complaints were against the Treaty and whether they were being too unrealistic. This is followed up by some exam question practice.
The plenary asks them to think of answers for because, but and so questions to challenge thinking.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is twofold: to introduce the A Level course and its requirements and then to assess the strengths of Germany before 1914.
The course requirements are outlined to the students and how it will be assessed through the two examination components of source analysis and essay writing.
The second part of the lesson analyses the three Reich’s in Germany and how it was governed from 1871.
A colour coding activity on Germany unification, questions on the impact of World War I on Germany and its political structure under the Kaiser will allow students to evaluate the strengths and weaknesses of Germany in 1914.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to understand the political vacuum left in Germany after the abdication of the Kaiser and the political consequences for Germany.
Students begin with a definition task using some key words and phrases linked to the Treaty.
They are then introduced to the political machinations of Ludendorff and the implications of the Peace Note.
A chronological and multiple choice task as well as a ‘Am I a robot?’ exercise allow students to grasp the consequences of the abdication of the Kaiser and analyse the political parties vying for ascendancy in the Republic.
Some exam question practice completes the lesson using sources, with a model answer given if required.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the problems for Ebert in the very early stages if the Weimar Republic.
Students begin at first by assessing the value of a speech given by Philip Scheidemann. This is an introduction to the source based question and using a COP technique, with help given if required.
They are then introduced to Friedrich Ebert and have to prioritise the biggest problems he faced as leader. Students are also introduced to the Ebert-Groener Pact. They are then given numerous scenarios of which they have to decide why he needed the help of the army and justify their choices.
Finally students have to decide which events posed a threat from the left or right wing. This culminates in the Spartacist rising from which they answer questions and predict the consequences for the Republic.
The plenary is a true or false task on the elections to the constituent Assembly.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to determine the strengths and weaknesses of the Weimar Constitution.
Students are introduced to the reasons why a constitution was introduced and a new Republic set up. They then have to analyse the details of the constitution, assessing its strengths and weaknesses. This also includes deciding the winners and losers and the issues still facing Germany as a consequence.
There is a focus on some key details such as Article 48 and the rule by Presidental decree as well as the survival of some undemocratic institutions.
There is some exam practice to complete if required, complete with hints and tips and a generic markscheme included.
The plenary concludes with a find and fix activity,
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
The Holocaust
The aims of this lesson are to explain how Jewish people rose in rebellion or resisted against Nazi atrocities during the holocaust.
The first part of the lesson examines the Warsaw Ghetto uprising, using a thinking quilt to challenge ideas and ask key questions about the motivation and determination to succeed against overwhelming odds.
The second part of the lesson analyses resistance in the extermination camps in particular events in Sobibor, Treblinka and Auschwitz.
Students are then asked to justify the best and most effective ways to resist from passive to active resistance. Finally a find and fix activity checks understanding and the 3 R’s.
The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust?
Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe.
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.
The Industrial Revolution
The aim for writing this lesson is to challenge the traditional view that Jack the Ripper targeted prostitutes or sex workers in Victorian London.
Whilst much has been written about the Jack the Ripper and how clever he was to avoid detection, very little has been written about the lives of his victims.
Therefore with this in mind, students will learn how difficult it was for Victorian women to lead comfortable lives as marriage, children, work, alcoholism, the workhouse and poverty took its toll on them.
Students begin the lesson with an overview by learning what is known about Jack the Ripper, who he killed and how the police had little evidence or clues to go on. There is a video link and a true or false activity to complete this.
They will then have to use a number of images to decide how hard life was for Victorian women and the pressures they were under. A differentiated missing word activity can be completed to piece together many of these problems, based on the lives of the five women murdered.
A case study of Annie Chapman, the Ripper’s second victim, will centre around her privileged life before alcoholism took over, forcing her to separate from her husband and children as she moved from a village near Windsor Castle to the doss houses of Whitechapel.
Here, students have to colour code the main factors and problems which affected her life.
An extended writing task can then be completed, with a writing structure and key words given to help if required.
The plenary poses some differentiated questions from the learning completed in the lesson.
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.
A big thank you goes to Hallie Rubenhold, whose fabulous book ‘The Five: The Untold Lives of the Women killed by Jack the Ripper’ inspired me to write this lesson.
