**LATEST 2025 SPEC & EXAM FORMAT This lesson examines the problems Elizabeth I faced when she first became Queen of England in 1558 such as questions about her gender, pressure to marry, the country’s finances and threats towards her. ** Included in this resource: 1 x A4 fact sheet linked to Elizabeth’s challenges in 1558. (PDF & PPT) Main 14 slide Power Point Presentation: Slide 1: Title page - The Challenges faced by Elizabeth I in 1558 Slide 2-4: Previous lesson recap match-up about Elizabethan government and society. Includes answers and printable student worksheets. Slide 5-6: Starter Task - What challenges do you think Elizabeth faced? Slide 7-8: Task 1 - Identify the challenges Elizabeth I faced from the images. Answers provided. Slide 9-10: Task 2 - Student worksheet and instructions Slide 11: Follow up challenge questions including practice exam question Slide 12: Practice exam question Slide 13: Two learning review activities Slide 14: Fact sheet based on the GCSE specification. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

Add some more fun and competition to your classroom with this fully interactive teaching tool based on the 1980s/90s gameshow Blockbusters! The aim is for each team/individual to answer enough questions correctly to create a ‘block’ of lines from either top/bottom or left/right. Once in presentation mode, the game is fully animated and interactive to change the colour of each block into the colours of the teams. I have included three different versions of the game to better suit widescreen or standard computer screens as well as a fully editable teacher answer sheet on which you can type out the questions you want to ask. All you need to do is add your own questions and letters and away you go. Have fun!!!

In this lesson, students have the opportunity to use a range of historical sources and the views of historians to decide how far Queen Mary I of England deserved the nickname ‘Bloody Mary’. The lesson includes: A range of starter and learning review tasks Engaging background information about the reign of Mary I A link to a great ‘Bloody Britain’ documentary about Mary I with a worksheet for students to complete while they watch A Source sheet gives a variety of written and visual opinions about Mary I An opportunity for students to complete their own summary about their view Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

This lesson helps students explain how older crimes such as theft, smuggling and terrorism still exist but have developed with the use of more sophisticated methods, in particuar, with the development of new technology and science. **A4 Worksheet: ** Two example of 4 mark questions for students to write their answers on and a worksheet for the lesson. Power Point: Slide 1: Title - To examine the new methods used to carry out ‘old’ crimes in the modern period. Slide 2: Recap of the previous lesson - picture clues Slide 3: Discussion task - how and why might the methods of crime change? Slide 4: Activity sheet outline and follow up challenge tasks Slide 5: An example of how to answer the 4 mark question with a model answer and instructions Slide 6-7: Two 4 mark questions Slide 8: Lesson fact sheet Slide 9: Learning review 10 question quiz Slide 10: Learning review 10 question quiz answers To take into account copyright, all photographic and illustrative images have been attributed where appropriate and/or are all in the public domain. Clipart/vector images are all creativecommons.publicdomain.zero.1.0 which do not have to be attributed. If you have any issues regarding copyright please email me in the first instance.

This lesson is intended as an introduction lesson to teaching the Black Death. Students will be given basic background information about the Black Death before they use a number of written sources to find out more about the causes, treatments, beliefs and consequences of the event. ** ** This lesson pack includes: 3 x A4 Source Sheets (4 sources per page) 1 x Source question sheet for students to write their answer on 1 x Main powerpoint which guides the students through the tasks they have to complete. This includes a visual source based starter task, a copy of the sources, an explanation of the task, a copy of the table to be used in the task and further slides to help students question and explore the sources they have been given. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

This lesson examines the features of and purpose of punishments in Anglo-Saxon England such as the use of wergild, capital and corporal punishments. Title Slide: To examine the methods of punishment in Anglo-Saxon England Slide 2: Knowledge recap 10 question quiz Slide 3: Starter Activity Slide 4: Background info about Anglo-Saxon crimes Slide 5: Background about the use of ‘prisons’ in this time Slide 6: Background about the wergild Slide 7: Practice Exam questions (comparisons) Slide 8: The factors which encouraged change slide Slide 9: Anglo-Saxon punishments Task Sheet Slide 10: Final discussion task Slide 11: Fact Sheet for the lesson To take into account copyright, all photographic and illustrative images have been attributed where appropriate and/or are all in the public domain. Clipart/vector images are all creativecommons.publicdomain.zero.1.0 which do not have to be attributed. If you have any issues regarding copyright please email me in the first instance.

**This lesson helps students analyse the varied experiences of migrant groups in Britain in the period c.1700-c.1900. The main groups are: Irish, Jewish, Indian, Chinese, German and Italian. ** A two page fact sheet is included in the lesson and so no other resources will be needed to teach this lesson. Slide 1: Title Slide Slide 2: GCSE Graded lesson outcomes Slide 3:Previous learning recap questions Slide 4: Previous learning recap question answers Slide 5: Starter Task 1 - Source analysis - why do migrants focus on towns and cities? Slide 6: Starter Task 2: Why do migrants often settle in towns and cities? Slide 7-13: Fully animated and engaging background information about the experiences of each migrant group Slide 14-15: Main Learning Task instructions and printable sheet Slide 16: Follow Up challenge tasks Slide 17: 4 mark practice exam questions Slide 18: 12 mark practice exam questions Slide 19: Learning review - which migrant group? Slide 20: Learning review answers Slides 21-22: Lesson Fact Sheets 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

**This lesson first allows students to explore the many stereotypes about Henry VIII and then study four historical sources and sour historical interpretations which may challenge these stereotypes. The lesson particularly examines the younger years of King Henry VIII. ** The lesson includes a starter task which explores the idea of stereotypes. Students are then given brief background information about Henry VIII’s youth. Students are then presented with a variety of sources and interpretations to use as part of a group or individual exercise whereby they infer information about Henry VIII from them. As well as all of the resources needed, you will also get 2 x A4 printable worksheets for students to write their responses on. Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

This lesson examines and asks the students to evaluate the most significant impact of migrants in Britain during the modern period. Slide 1: Title slide Slide 2: GCSE graded lesson outcomes Slide 3: Recap activity 1 (Why did migrants come to Britain during the modern period?) Slide 4-5: Long term recap activity - What impact have migrants had over time - filling in the missing terms (with answers) Slide 6: Instructions for activity 1 - a sorting task Slide 7: The table of facts which can be printed for students to organise into categories Slide 8: A slide which focus students on the idea of the overall impact of migration rather than the facts about what contributions migrants have made. Slide 9: Which impact was the most significant? Slide 10-11: 4 mark practice exam questions Slide 12: 12 and 16 mark practice exam questions Slide 13: Recap diagram Slide 14-15: Lesson fact sheets All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

This lesson specifically examines the experences of migrants from the Caribbean, Africa and Asia (India & Pakistan) in the second half of the 1900s. It specifically looks at the changing attitudes towards migrants after 1945, Enoch Powell’s ‘Rivers of Blood’ speech, Race Relation legislation and the riots in Brixton and Burnley/Oldham/Bradford Slide 1:Title slide Slide 2: GCSE graded lesson outcomes Slide 3: The role of the media in reporting on migration Slide 4-6: Information about Enoch Powell’s Rivers of Blood speech with analysis questions & student printout. Slide 7-9: Source based activity based on various experiences of migrants to Britain (sources and tables included) Slide 10: Printable question sheet for students to use alongside the lesson fact sheet Slide 11: 1960s Political cartoon analysis to show accepted attitudes at the time. Slide 12: Big discussion question about the overall experiences of migrants after 1945. Slide 13-15: Photographic images showing the race riots Slide 16: Practice exam questions Slide 17: Recap Activity Slide 18: Lesson fact sheet All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

This lesson examines the reasons why migration increased after 1948 from places such as: India, Pakistan, Uganda, Kenya, Eastern Europe and the Middle East. Key events include the British Nationality Act as well as the formation of the European Union and the UN Convention on Refugees. Slide 1: Title slide Slide 2: GCSE grades lesson outcomes Slide 3: Starter Task - Recap multiple choice quiz Slide 4: Starter Task -Recap answers Side 5: Map showing the location of migrant countries and states covered this lesson. Slide 6: Information slide about the British Nationality Act Slide 7: Information slide about India and Pakistan Slide 8: Information slide about Kenya Slide 9: Information slide about Uganda Slide 10: Information slide about the European Union Slide 11: Information slide about Asylum seekers to Britain Slide 12: Outline of the main task for the lesson Slide 13: Printable student version of the main learning task Slide 14: Similarities and Differences between migration post 1945 Slide 15 - 20: Useful images to help students understand the migration of these various migrant groups Slide 21: Practice 4 mark exam questions Slide 22: Practice 12 and 16 mark questions Slide 23 - 24: Plenary quiz and answers Slide 25: Lesson Fact Sheet All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

This lesson examines the many contributions which were made by migrants to British society in the period 1700-1900. As with every other resource in this topic, the lesson includes a fact sheet which includes all the content needed for the lesson. Slide 1: Title slide Slide 2: GCSE graded lesson outcomes Slide 3-4: Previous learning filling in the missing terms Slide 5: Starter activity - picture based quiz Slide 6: Lesson outline of the main contributions made by migrants Slide 7 - 13: A number of high quality images linked to the contributions made by migrants Slide 14: A selection of three tasks for students to complete Slide 15: Follow Up Challenge Questions and additional research task Slide 16: 12 and 16 mark practice exam questions Slide 17-18: Learning Review match up activity with answers revealed Slide 19: Lesson fact sheet To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

**This lesson examines the case study of Liverpool in the 19th century with the experiences and impact of migrants on the city. ** Students are given a number of recap and start tasks along with a choice of learning activities for the lesson. A fact sheet to cover the content needed for the exam is also included as part of the power point. Slide 1: Title slide Slide 2: GCSE graded lesson outcomes Slide 3: Previous Learning activity Slide 4-5: Starter Task - Students to be give one of 8 sources about Liverpool in the 1800s and use the sources to infer information about the experiences and impact of migrants in the city. Slide 6: Main Learning Task Option 1: Students given a brief to complete a tourist information board about migrants to Liverpool Slide 7: Main Learning Task Option 2: Worksheet with a variety of questions based on the fact sheet Slide 8: Follow Up Challenge Questions Slide 9: Example 4 mark exam questions Slide 10: Example 12 and 16 mark exam questions Slide 11: Key Term Learning Review Slide 12: Lesson Fact Sheet 2024 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

This lesson examines which migrant groups came to Britain the period 1700-1900 and helps students explain why. The focus will be on the following groups: Irish migrants, Jewish migrants, African migrants, Asian migrants and European migrants (German, Italian, French). Slide 1: Title Slide Slide 2: GCSE graded lesson outcomes Slide 3: Previous learning recap quiz Slide 4: Previous learning recap quiz answers Slide 5: Where did migrant groups come from quiz (and answers) Slide 6: Task 1: Table of information Slide 7: Follow Up Tasks Slide 8: Map/diagram task Slide 9: Comprehension questions Slide 10: 4 mark exam practice questions Slide 11: 12 and 16 mark Practice exam questions Slide 12-13 Two fact sheets To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

This lesson examines the causes, events and consequences of the Notting Hill Race Riots in August 1958. Like with every other lesson in this unit, the resource includes a fact sheet which contains all the subject content needed for the lesson and therefore the lesson does not require the use of any text books. Slide 1: Title slide Slide 2: Lesson aims Slide 3: Recap Task - Students have to analyse a political cartoon of the time to help them recap their prior knowledge of racism in the police in the 1950s. Slide 4: Starter Task - Students use a photograph of the mixed race couple involved in the build up to the riots and examine why their relationship may have caused tension at the time. Prompt questions are given. Slide 5: Discussion and information slide about the reasons why there was building racial tension in Notting Hill in the 1950s. Slides 6-10: Background information and photographs outlining the events of the Notting Riots of 1958. Slide 11: A printable worksheet including 5 sources about the Notting Hill Riots. Slide 12: Challenge Questions Slide 13-14: Example 'Two features’questions with a printable answer sheet for the students to complete. Slide 15-16: Example ‘Follow Up’ questions with a printable answer sheet and another print out of the types of sources which can be used. Slides 17-20: Example ‘How useful’ questions with structure guides and example content for the answers. Slide 21: Learning Review - True of False quiz from the lesson Slide 22: Lesson Information sheet All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

This lesson will allow students to examine the fascinating story of Lady Jane Grey, ‘The nine day queen’. Starter: Fill in the missing words recap to firm up knowledge of the Tudors before Lady Jane Grey. Source Analysis: A painting showing the execution of Lady Jane Grey Background: Information about the childhood and family of Lady Jane Grey Task 1: Students complete their own storyboard of the events of the nine day queen. Task 2: A follow up task and question sheet asking students to explain the events. Challenge: How do you think history would have turned out if Edward had survived long enough to marry Lady Jane Grey? Exam Question/Assessment: Write a narrative account of the events surrounding Lady Jane Grey. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

In this lesson, students will examine the challenges that Edward VI faced as a young Tudor king as well as the expectations he had as a new Tudor monarch. The outcome of the lesson will be students writing a letter to advise Edward VI about these challenges. Background Information: Interesting and well presented information about the succession of Edward VI after the death of Henry VIII **Task 1: **Students identify and select their top 5 qualities they believe a Tudor monarch should have. Task 2: Students discuss and then note down the various challenges Edward faced as a young King of England. Task 3: Students use their knowledge from the lesson so far to write a letter of advice to Edward. A writing frame is provided for this task. Challenge Task: Students asked to think about the qualities and skills needed by the modern day English monarchy. ALSO INCLUDES AN A4 WRITING FRAME All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

This lesson looks at which migrant groups came to England in the Medieval period, c.800 - c.1500 and why. The main groups the lesson will focus on are: the Vikings; the Normans; migrants from the Low Countries, Lombardy and Jewish migration. The main power point for the lesson includes everything you need to teach the lesson including a double page fact sheet so there is no need for any text books. Slide 1: Title slide Slide 2: Graded Outcomes for the lesson Slide 3-4: Starter Task - What was life like in Medieval England. A multiple choice quiz with answers Slide 5: A clear map showing which migrant groups came to England, when and where from Slide 6: A table for students to fill in which covers each migrant group, the reason for the migration and space for students to explain the reasons for the migration Slide 7: An alternative question sheet task covering all of the migration groups as well as more challenging overview questions Slide 8: Two examples of a 4 mark similarity question Slide 9: An example of a 12 and 16 mark question Slide 10-11: Learning Review - Students are given 12 key terms and have to decide which migrant group it links to. Slide 12: The causes of change poster Slide 13-14: The Fact Sheets for the lesson. 2023 UPDATE INFO: To take into account copyright, photographic and illustrative images have been attributed where appropriate and are all in the public domain. Clipart/vector images are also all creativecommons.publicdomain.zero.1.0. Images created by myself using Power Point tools have also been noted as creations of RAResources © Please contact me in person if you see any errors in the first instance.

**Thank you for viewing these resources for the new Paper 1 topic, Migrants in Britain. This lesson provides students with an overview of the skills and knowledge they will use throughout the topic. ** Slide 1: Title Slide - An introduction to the topic Migration in Britain Slide 2: GCSE Grade Levels - To allow you to level the outcomes of the lesson Slide 3: An overview of what is meant by a ‘Thematic Study’ Slide 4: An overview of the Paper 1 Exam Slide 5: An overview of the type of questions students will answer in this part of the Paper 1 exam Slide 6: A poster style set of factors which can help students explain why changes in migration have happened Slide 7: A basic overview and activity which links to the chronology of the historical periods the students will study Slide 8: A worksheet where students have to match the key events of migration to the correct date along a structured timeline Slide 9: Answers for the activity in slide 8 Slide 10: An explanation of how to complete the key term activity on slide 11 Slide 11: Students given 20 key terms relating to migration which they should pick the correct meaning from 3 options Slide 12: Answers revealed for the activity of slide 11 All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you. This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.

**The activities in this resource will introduce students to Elizabeth I. Then, students will be given facts about her reign to weigh up her strengths and weaknesses. ** This will be followed by a range of worksheet based activities as well as an opportunity to compare the strengths of the Tudor monarchy compared with the strengths needed for a monarch in modern day Britain. As well as the main power point you will also receive an additional homework research task sheet to supplement the learning about Elizabeth I. Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.