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 a judgement. However not is all as it seems as conflicting source and video evidence only serves to add confusion to the debate. The plenary also requires the students to question whether she can be called a martyr or not and whether she helped 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 previous 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. 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.

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 and then developed during World War 2 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 2. 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. 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 (Part 1). The students have to question if Henry II was really sorry for the murder of 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. 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 nature and even the fact that he didn’t speak English! Students finally re-evaluate their original judgements and justify which of the interpretation 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.

This resource in booklet form sets the AQA GCSE 9-1 Germany 1890-1945 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 9-1 exam. I have included PDF and Word formats if there is a need to change or adapt. This is cheap to photocopy and includes a summary of the exam questions from the start. If you like this resource, please check out my full revision guide for AQA GCSE 9-1 Germany 1890-1945 here: https://www.tes.com/teaching-resource/aqa-gcse-9-1-revision-guide-germany-1890-1945-11764985

This resource in booklet form sets out the whole AQA GCSE 9-1 Britain: Health and the People c.1000 to present course in two sides of A4, including the exam questions This is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. The summary guide includes all the main individuals, events and discoveries made which are asked in the exam. It is also great and cheap for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! I have included both PDF and Word formats if there is a wish to change and adapt.

The aim of this lesson is to assess the validity of four claimants to the English throne in 1066 before the Battles of Hastings. It also includes a script for those students who prefer a more kinaesthetic approach to this topic. Each contender is introduced and students have to assess who has the best claim to the English throne, which on the face of it is a difficult choice, which each having a strong argument and motive. This can also be completed by colour coding thermometers and rating them out of ten before making a substantiated conclusion. There are differentiated questions to ask the students once this task has been completed. The plenary asks them to think outside the box and link pictures to the issues and contentions raised. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.