IMPORTANT: Some of these worksheets 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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes. The Power Point leads students through all activities with accompanying worksheets. These include a true and false quiz, table comparison of old and new ideas, information categorisation and ordering and a 16 mark exam question with guidance. The experiment could be left out but my classes loved it and it really works if done correctly. You will need to keep the one bread sample totally sterile, so handle minimally with sanitised hands and bag straight up. The contamination of the other piece of bread is great fun- we rubbed it on door handles, the floor and one student had it under his armpits! Don’t pierce the sandwich bags but pin them in a light/warm place like your department staff room. Everybody will love to watch the mould develop whilst eating their lunch. It also provides a valuable lesson on why hands should be washed before eating.

IMPORTANT: Some of these worksheets 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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand continuity in approaches to prevention, treatment and care in the community and in hospitals. Change in care and treatment: improvements in medical training and the influence in England of the work of Vesalius. The Power Point leads students through all activities with accompanying worksheets. It also provides handy feedback/answers at intervals and advice on exam approach. Activities include group and individual note-taking/mind-mapping, group discussion and a 16 mark essay-style exam question with a writing frame included if required.

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 changes in the standard of living, including wages, housing, unemployment insurance. To understand changes in the position of women in work, politics and leisure. To understand cultural changes: developments in architecture, art and the cinema. The Power Point leads students through all activities with accompanying resources. Activities include an inference starter on living conditions, summarising/condensing information on changes in living standards, source comparison of women in early 1900s and 1920s, categorising evidence to show how society did and did not change for women, an extension diary entry for a young German woman (possible homework), defining key artistic terms and identifying examples of these artistic trends in a range of sources including art, architecture and film, analysing areas of art that might have come under criticism from the left and right-wing, a four mark interpretation source question and a final Weimar Republic revision quiz.

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 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the reasons for the early unpopularity of the Republic, including the “stab in the back” theory and the key terms of the Treaty of Versailles. To understand the challenges to the Republic from Left and Right: Spartacists, Freikorps, the Kapp Putsch. To understand the challenges of 1923: hyperinflation; the reasons for, and effects of, the French occupation of the Ruhr. The Power Point leads students through all activities with accompanying worksheets. These include a presentation on the context and terms of the Treaty of Versailles which asks students to consider why these angered the German people, a summary table of reasons why the treaty angered Germans and a 12 mark explanation question on this issue with advice and examples. There is also a homework which asks students to cross-reference a source with their own knowledge to prepare them for future work on interpretations. The Kapp Putsch is introduced through two sources and a problem solving starter. The concept of right and left-wing politics is explored before a summary table of the Spartacist and Kapp uprisings is completed. A card sort is used to explore the concept of hyperinflation and a video activity asks students to summarise causes, events and consequences of the occupation of the Ruhr. There is also another optional 12 mark question on this topic.

IMPORTANT: One of the activities refers 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 or one which explains the roles and functions of the various institutions of the Nazi police state. This Edexcel 9-1 GCSE unit covers around 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the role of the Gestapo, the SS, the SD and concentration camps. To understand the Nazi control of the legal system, judges and law courts. To understand the Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. The Power Point leads students through all activities with accompanying resources. Activities include a video starter on who controlled Germany and how, a research table on the role/function of each institution, source analysis on the ways in which they justified their activities, a 12 mark exam explanation question with advice, paired discussion on methods for ensjuring fair sentencing, thought-shower on Nazi control of the legal system, problem-solving starter using a range of symbols and images to compare Nazi and Christian values, analysing a written passage on the church looking for evidence of co-operation and oppression and a final summary revision diagram. The Power Point also contains answers and fedback at intervals.

IMPORTANT: One of the activities in this unit (Night of Long Knives fact file) refers 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 or another text which explains the events of the Night of Long Knives. This Edexcel 9-1 GCSE unit covers around 2+ lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the Reichstag Fire. The Enabling Act and the banning of other parties and trade unions. To understand the threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and the oath of allegiance. The Power Point leads students through all activities with accompanying resources. Activities include a video starter asking students to consider how the Nazis overcame the obstacles to their dictatorship, conversion of a staged written explanation of the events into condensed bullet points, colour-coding of actions into legal and illegal, a Night of Long Knives fact file and an exam interpretation question on this topic including a possible structure.

This KS3 lesson should take around one hour plus a homework to complete (depending upon how much you ask students to write for the diary entry). The Power Point leads students through all of the activities with accompanying resources included. Aims and Objectives: To know what The Middle Passage was and how it worked as part of the Slave Trade Triangle. To use source material to investigate how slaves were treated. To consider what this shows us about attitudes towards slaves. To empathise with those who went through this horrific experience. Activities include a mystery image starter of a bird’s eye view of a slave ship below decks, a video and questioning exercise on the story of the slave ship Zong, a source analysis activity whereby students look for specified evidence in a range of source. There are extension questions and a simpler SEN source set provided. The finally activity is to write a diary entry from a former slave describing the treatment endured during the Middle Passage. This activity works in isolation, although my classes build the diary up over this and the subsequent lessons on living and working conditions.

This KS3 lesson should take at least one hour to complete. The Power Point leads students through all activities with an accompanying student task booklet. Aims and Objectives: To know the key events of the Cuban Missile Crisis. To understand why it happened and with what consequences. To understand its significance in changing the course of history. Activities include a quick starter recap on communist dictatorships vs. capitalist democracies, followed by the necessary background information. Students label a political cartoon and then create a caption. They then analyse the advantages and disadvantages of the various options open to Kennedy. Using the time line of events, students create a tension chart to demonstrate the rise and fall of tensions. They then consider reactions to and effects of the crisis before a final plenary discussion on what can be learnt from this.

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 political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher. The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933. The Power Point leads students through all activities with accompanying resources. Activities include a starter/paired discussion testing memory on state of Germany in 1932, a break down of each stage of Hitler’s rise which asks students to create memory jogger images at each point, creation of a summary timeline of key events, colour-coding actions of individuals involved and summarising their actions before ranking them according to level of blame, a usefulness exam source question with support and advice (comprehending written sources and reading in context, strategies for evaluating sources) and a final end of unit quiz.

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 around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: The early settlement of the West, c.1835-1862 To understand the Plains Indian’s social and tribal structures, ways of life and means of survival on the Plains. To understand the Plains Indian’s beliefs about land and nature and attitudes towards war and property. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals and advice on exam approach. Activities include independent note-taking, card sorting, group discussion, timelines and a narrative account question “Write a narrative account analysing the ways in which the US government policy towards the Plains Indians developed in the period 1835-51.”

Students use a collection of primary sources to investigate conditions for children working in cotton mills during the Industrial Revolution. These demonstrate both positive and negative aspects. They are encouraged to consider the reliability of each source. They then write up their findings in a balanced government report, making critical use of the source material to reach an overall judgement on whether child labour should be banned. A writing frame is also included for weaker students.

IMPORTANT: Some 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 around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Ranching and the cattle industry, 1862-76 To understand the cattle industry and factors in its growth, including the roles of Iliff, McCoy and Goodnight, the significance of Abilene and the increasing use of the railroad network. To understand the impact of changes in ranching on the work of the cowboy. To understand the rivalry between ranchers and homesteaders. The Power Point leads students through all activities with accompanying resources. It also provides feedback and answers at intervals. Activities include key words, timeline analysis/colour-coding, independent note taking, a narrativ account 8 mark exam question, video Q&A, letter from a cowboy describing his first spring round-up, an explain 2 consequences (of ranching on the Plains) exam question.

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 around 4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Conflict and tension in the American West, 1876-1895 To understand the extent of solutions to problems of law and order: sheriffs and marshals. The significance of Billy the Kid, OK Corral (1881), Wyatt Earp. To understand the range wars, including the Johnson County War of 1892. To understand the conflict with the Plains Indians: the Battle of the Little Big Horn, 1876 and its impact; the Wounded Knee Massacre, 1890. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include group discussion on the causes of lawlessness analysis of Billy the Kid and Wyatt Earp using summary written material, card sort on the Johnson County War, video Q&A on the Battle of Little Bighorn, timeline analysis of the battle, Wounded Knee Massacre storyboard and Facebook posts exercise on reaction.

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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the impact of anaesthetics and antiseptics on surgery. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers where useful along with advice on exam approach. Activities include a mystery image starter, key terms, thought-shower, annotated timeline (cut and stick or event ordering), analysis of achievements comparing Simpson and Lister, ranking of arguments against change and a final 12 mark explanation essay question followed by peer assessment.

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 nominally covers 2 lesson but in practice will take at least 3-4 depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the work of the RAMC and FANY. The system of transport, stages of treatment and underground hospital at Arras. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides worked examples and exam advice. Activities include an ordering of the four stages of evacuation starter, a listening exercise with student diagram, independent note-taking, an 8 mark source evaluation exam question, a plenary of medical scenarios whereby students decide how far to pass the student along the chain of evacuation and when to award the sought after “Blighty” award, a cloze exercise with source extension on the work of FANY, and a four mark follow up question.

This KS3 lesson is part of our work on The Stuarts and comes at the start of the course. We therefore introduce King James I with some source work. However, if the lesson is to be completed in the lead up to Bonfire Night, then this first part can simply be removed, leading you straight into the Gunpowder Plot itself. It will take between 1-2 lessons depending upon how many tasks are completed. Aims and Objectives: To use sources to think about what type of king James I was (CAN BE LEFT OUT). To know the key events of the Gunpowder Plot. To understand why some people think the plotters were set up. The lesson starts with the option of some source analysis to investigate what type of person King James I was. There is a more detailed version of this source sheet and a simpler SEN version. We then introduce the Gunpowder Plot with the Horrible Histories clip. The students then use this initial overview to cut out the jumbled events and order them. These are stuck onto the storyboard which is then illustrated (I’ve set this as a homework and competition). The following lesson we look into the conspiracy theory using a range of sources supporting both sides. Students produce a balanced written answer on whether they agree that the plotters were set up before reaching their final verdict.

IMPORTANT: Some of these worksheets 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 Fleming, Florey and Chain’s development of penicillin. The Power Point leads students through all activities with an accompanying worksheet. It also provides answers/feedback at intervals. Activities include an introductory overview video clip with questions, analysis and colour-coding of reasons for development of Penicillin, a comparison of Fleming v. Florey and Chain and judgement upon their relative achievements and a thought-shower on continuing developments.