Hero image

Peter Fensome's Shop

Average Rating4.08
(based on 33 reviews)

Currently working from home whilst looking for new position teaching KS3-5 in September 2020. Interested in what lessons people would be interested in - leave a comment in Feedback and I’ll see what I can do.

46Uploads

25k+Views

21k+Downloads

Currently working from home whilst looking for new position teaching KS3-5 in September 2020. Interested in what lessons people would be interested in - leave a comment in Feedback and I’ll see what I can do.
WW2-Was the USA Justified in Dropping the Atomic Bombs on Japan in 1945
JFCFullerJFCFuller

WW2-Was the USA Justified in Dropping the Atomic Bombs on Japan in 1945

(1)
Lesson seeks to challenge students to consider the USA’s justification in 1945 for dropping the Atomic Bombs on Japan. Intentionally seeks to minimise over emphasis on the moral issue which can cloud analysis of whether in 1945 (versus 2015) the USA had a case or not. Emphasis on discussion and debate but could be turned into a written answer if necessary.
Intro to Civil Rights - Jim Crow Laws-How did White Americans Control Black Americans 1877-1954
JFCFullerJFCFuller

Intro to Civil Rights - Jim Crow Laws-How did White Americans Control Black Americans 1877-1954

(2)
The lesson looks to provide students with an understanding of why there needed to be a Civil Rights movement in the USA in the 1950s and how the Jim Crow Laws were used by white Americans to oppress Black Americans leading to organised protests. The aim is to allow students to identify various means of protest from passive to violent that can then be explored in future lessons. The lesson was delivered to a class that had not done slavery for over a year so key information on slavery leading up to the Emancipation (1863) and Freedom of slaves (1865) was built in.
WW2-Was D Day Really that Significant?
JFCFullerJFCFuller

WW2-Was D Day Really that Significant?

(0)
A lesson focussed on source analysis and writing skills. Students are asked to quickly summarise D Day and make a judgement on its significance based on a map, summary and short video clip. They are then provided some additional sources which provide alternative views regarding its significance before writing their final response to the Key Question. Interesting to see students making the conceptual leap from D Day in WW2 to the start of Cold War friction without being prompted.
The Industrial Revolution - The Great Exhibition  (A Factory Worker's Perspective)
JFCFullerJFCFuller

The Industrial Revolution - The Great Exhibition (A Factory Worker's Perspective)

(1)
Building on the student's understanding of the Industrial Revolution this lesson sought to get them to consider the Great Exhibition from a Factory Worker's perspective. Video sources provided a prompt and ideas of how working class people felt about it. (Potentially drop video first video if time does not allow). Pictures of the Great Exhibition allowed students to wander around the classroom gaining ideas and a sense of what the Exhibition might of looked like.
WW1-Recruitment and Conscription - recreating the 'flow' of recruits over time 1914-1918
JFCFullerJFCFuller

WW1-Recruitment and Conscription - recreating the 'flow' of recruits over time 1914-1918

(0)
A teacher led demonstration which requires maximum student participation to practically recreate quite literally the flow of manpower through recruitment and training of the British Army in WW1. Also has utility in explaining why conscription needed to be introduced in 1916 and provides a sound platform to develop discussion, debate and further activities designed to answer key questions on Recruitment and Conscription in the First World War.
How Significant was Henry VII's Marriage in Securing the throne between 1485-1497
JFCFullerJFCFuller

How Significant was Henry VII's Marriage in Securing the throne between 1485-1497

(0)
The lesson explores the immediate short term measures taken by Henry VII after seizing the throne from Richard III at Bosworth in 1485. Focus is on the significance of the marriage to Elizabeth of York versus other factors such as the coronation and calling his first parliament. The role of powerful women behind the throne is highlighted. Rebellions, which posed direct and indirect threats, are not covered in detail but should for the focus of a later lesson
How Did the Germans defeat the Allies in 6 Weeks?
JFCFullerJFCFuller

How Did the Germans defeat the Allies in 6 Weeks?

(0)
A wargame designed to allow students to identify the key factors leading to the Allied defeat in the West in Spring 1940. It provides an introduction to the events leading up to Dunkirk, Battle of Britain and the Blitz. Encourages group work, collaboration and shared learning.
Terrorism - How successful were the 12 Apostles
JFCFullerJFCFuller

Terrorism - How successful were the 12 Apostles

(0)
A research based lesson questioning the success of the '12 Apostles' an IRA assassination squad set up by Michael Collins during the Irish War of Independence. Concept is for 4 groups to research the key question and then share information at the end but also to reach a conclusion of the strengths and weaknesses of each type of research.
How did Hitler seize control of Germany
JFCFullerJFCFuller

How did Hitler seize control of Germany

(0)
Introduction to key events leading up to establishment of Hitler as a Dictator. Lesson looks to provide overview before going in to depth on key events eg; Reichstag Fire, Enabling Act etc.