This 51-slide PowerPoint lesson begins with a Starter Activity, during which students are invited to see how many world leaders’ monikers they know (Napoleon is The Little General, Churchill the British Bulldog, Mandela Madiba etc). Subsequently, there is an explanation of what Mary is best known for and how she acquired her nickname. The lesson title and progressive objectives (all will/most will/some will) are then introduced, followed by contextual information about the period for teacher exposition. The primary activity involves students walking around the classroom in groups to peruse information displayed in a Gallery Walk (consisting of 17 picture frames, which need to be printed and affixed around the room). Groups are tasked with assigning roles within their team (coordinator, recorder, timekeeper, researcher, presenter, and proofreader — these can be doubled up if smaller groups are preferred). Some of the information presented during the Gallery Walk suggests Mary does deserve the title Bloody, while other aspects remind us of the more positive aspects of her reign. It’s an engaging lesson that allows students to explore beyond the classroom confines, potentially showcasing their activities to a wider audience within the school. The students collectively complete their information grids and share their findings from the Gallery Walk, leading to an extended writing task centred around the Key Question. The lesson objectives are revisited, and the session concludes with a plenary activity where students indicate their stance on whether they believe Mary is deserving of her nickname by physically positioning themselves to the left or right of the room. It is tailored for Key Stage 3 high school students but could be adapted for slightly younger learners as well. The content is presented in UK English.

This 45-slide PowerPoint lesson is always the first session I deliver in my unit on Ancient China. The lesson commences with an Odd One Out Starter Activity, during which students select one falsehood about Oracle Bones from a selection of four statements. Subsequently, there is an explanation of what Oracle Bones were and how they relate to the Xia Dynasty. The lesson title and progressive objectives (all will/most will/some will) are then introduced, followed by five slides of contextual information about the period for teacher exposition. The primary activity involves students walking around the classroom in groups to peruse information displayed in a Gallery Walk (consisting of 13 pictures, which need to be printed and affixed around the room). Groups are tasked with assigning roles within their team (coordinator, recorder, timekeeper, researcher, presenter, and proofreader — these can be doubled up if smaller groups are preferred). Some of the information presented during the Gallery Walk suggests the existence of the Xia Dynasty, while other aspects question whether it was merely a myth fabricated by later Dynasties. It’s an engaging lesson that allows students to explore beyond the classroom confines, potentially showcasing their activities to a wider audience within the school. The students collectively complete their information grids and share their findings from the Gallery Walk, leading to an extended writing task centred around the Key Question. The lesson objectives are revisited, and the session concludes with a plenary activity where students indicate their stance on whether they believe the Xia Dynasty was real or a myth by physically positioning themselves to the left or right of the room. I crafted this lesson during my tenure teaching History in China, so it holds sentimental value for me to share it with fellow educators. It is tailored for Key Stage 3 high school students but could be adapted for slightly younger learners as well. The content is presented in UK English.

The title of this lesson is “Why did the USSR lose the Afghanistan war?” The lesson begins with an Odd One Out Starter Activity in which students are invited to review four lesser known facts about the Soviet-Afghan War and to identify the incorrect one. After this, the title is introduced as are aims and graduated objectives (all will/most will/some will) and two different perspectives on the Key Question are offered (Yousuf and Gorbachev). These are revisited later. There are then background information slides to allow for teacher exposition to introduce the topic. The main activity then begins. This is a Gallery Walk activity. The class are broken up into groups and each group is given various roles (coordinator, recorder, timekeeper, researchers, presenter, and proofreader – students can carry out more than one role). Students then walk around the room and read each of the 15 pieces of evidence in the Galleries (these need to be printed and stuck up around the room, or corridor if you want to get your class out and moving around school). As they do so they complete the grid provided and are then asked as a group to create a TV news report to answer the Key Question. Following this there is a voting plenary in which the class are asked to vote on their answer to which of the earlier interpretation they mostly agree with. They stand to the side of the room that represents where they fit into the historiographical debate and explain their position to another student. And before you leave be sure to bookmark Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This lesson is titled “What impact did women have on the Civil Rights movement?” This lesson begins with a What’s Behind the Squares Starter Activity which reveals a work of art entitled ‘The liberation of Aunt Jemima.’ It is an assemblage piece created by Betye Saar, a female artist, and features Black Power symbols. It introduces the class to the importance of the role women played in the Civil Rights movement. The PPT then explains the title of the lesson and aims and objectives are graduated into all will/most will/some will. There are then slides of background information to allow for teacher exposition. These include examples of women in terms of leadership, activism, media and communication, protest songs, grassroots work, legal cases, as well as inspiration for the future. Following this the class are told they will begin their main task which is to research one important woman and create a speech explaining their importance and impact to the class. They must include and analyse at least one source relating to them, and examples are provided. They are told to try to include 5 x people/places, 4 x dates/events, 3 x statistics, 2 x quotations, and 1 x opinion. The class peer assess using the template provided. The lesson concludes with a plenary in which they are invited to place a post-it note on a pentagon on the board – the more central they place their notes denotes how important they feel each groups’ person was. I hope your students get as much out of this important topic as mine always do. It has been designed for older high school students with good research skills but can be adapted to meet the needs of younger learners.

This 25-slide PowerPoint begins with an odd one out Starter Activity in which students pick out one misconception about the Han Dynasty. They are then introduced to the lesson title and graduated aims (all will/most will/some will). There is then some background information to enable teacher exposition. This is followed by a series of slides in which 12 people offer reasons for the collapse, some of which relate to internal problems (taxes, loss of traditional values, etc.) and some of which relate to external pressures (bandits on the Silk Road, attacks by nomadic tribes such as Xiongnu, etc.). Students act as journalists and jot down notes from these characters before using the information to create a newspaper to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary in which the class is asked to come up with eight reasons for the collapse of the Han Dynasty and to write them on a flower with eight petals. I created this lesson while I taught History in China, and it was designed for high school students. It is written in UK English.

This lesson is titled “What really happened to the Princes in the Tower?” This lesson begins with a Starter Activity in which the class are invited to discuss four methods of execution which have become part of the mystery surrounding the Princes and are asked to explain which they feel is the grisliest. Most will choose the hot poker (!) and this leads to a discussion about why, if that was how the Princes died, anyone would want to kill them so brutally. There are then slides of background information to allow teacher exposition and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). The first main activity is a 20 piece card sort whereby students divide information into that which suggests the Princes’ uncle, Richard III, killed them, and evidence which suggests they may have escaped. From this they then complete the second main activity which is to create a 3-5 minute TV news report explaining what they feel happened using the evidence they have handled. The class then present these before the lesson plenary in which they are asked to stand up and walk to the side of the room they agree with in a class vote. I hope your students get as much from this History Mystery as mine do. This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

This lesson is titled “Why were the Tolpuddle Martyrs treated so badly?” This lesson begins with a Starter Activity in which students are invited to discuss what punishments they feel are appropriate for six given crimes. This then leads into the Key Question and the lesson aims are introduced along with graduated criteria (all will/most will/some will). There is then background information slides to allow for teacher exposition. After this, students are paired up and given a character card (Judge Williams/George Loveless). They then complete a Diamond 16 activity before creating a blog in the guise of their character. The lesson concludes with a Have I Got News Style fill in the gaps Plenary to check for understanding. Wishing you a terrific day.

This lesson is titled “Was Oliver Cromwell a hero or a villain?” The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Cromwell). They work together to sift through 12 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “What was life like for soldiers in the English Civil War?” The lesson begins with an Odd One Out Starter Activity which introduces the class to some fun facts about the English Civil War. The Key Question is then introduced along with aims and graduated lesson objectives (all will/most will/some will). Students will have been asked to bring in a toy bear or similar the previous lesson (it can work with printable cutouts too). There are slides of background information to allow for teacher exposition about three different groups in both the Cavalier and Roundhead forces, from Sergeants to Infantry to Drummer Boys etc. There are then two heads and tails card sort activities in which students tell the story of a day in the life of a member of both sides of the war. Students then begin their main model making activity using the bears. Aluminum foil is highly recommended, but they can use anything they want (toys, props, drawings) as they attempt to dress up their bears as one of the ranks. Slides are given explaining items they can use (lollipop stick for pikes, water pistols for artillery, half tennis balls for roundhead helmets etc) and printables of these are provided also (these might need to be adapted depending on the size of the bear!). After this the lesson objectives are revisited. There is then further information on battle tactics (sieges, skirmishing, flanking etc) and the students pair up with friends to add some of these to create group dioramas (it’s a lot of fun getting them to get bears to skirmish!). The lesson objectives are again revisited, and the class concludes with a plenary in which they are invited to come to the board and add knowledge they have learned on a group bear. This is a lesson students love and one that makes for a wonderful corridor display afterwards. I hope your class enjoy it as much as mine do. Wishing you a terrific day.

This lesson is titled “Why was Gallipoli such a disaster?” The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in five groups and given a one slide fact file on either planning and intelligence, bad leadership, logistical issues, challenging terrain, and stalemate and the nature of fighting. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills. Wishing you a terrific day.

This lesson is titled “Who was the Man in the Iron Mask?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the Man in the Iron Mask. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories (that he was of Royal blood, that he was spy, that he had witnessed a Royal scandal, and that he was a political prisoner). The class are then given a 21 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.

This lesson is titled “What really happened to Marilyn Monroe?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about Marilyn Monroe. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories behind her death (accidental death, murder, cover up, and medical negligence). Please be aware this is obviously a lesson which needs to be taught sensitively and not to younger children or those with mental health issues. The class are then given a 21 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case anyone needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act this TV debate out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. Wishing you a terrific day.

This lesson is titled “What really happened to the Roman Army’s Ninth Legion?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the Ninth Legion that mysteriously disappeared. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a pizza (because it has three points) which has three corners labelled with the key theories (that it was defeated in battle and wiped out, that it was reassigned, or that it assimilated with local people). The class are then given a 15 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of four and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given using real historians so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the three sided object they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.

This lesson is titled “What can we learn about Mughal India from its architecture? A journey to the Taj Mahal.” The lesson begins with a Starter Activity in which students close their eyes whilst the teacher reads a short story, after which students are asked to sketch what they have heard. The Key Question is then introduced along with lesson aims and graduated lesson objectives (all will/most will/some will). There is then a series of slides of background information to allow for teacher exposition before the main task is introduced. Students create a visual, written or other model and explain these to the group. The lesson concludes with a plenary activity in which they are invited to come to the board and add a post-it note to explain what can be learned from the Taj Mahal in terms of three factors. I hope your students get as much from this lesson as mine always do. It has been written for independent-minded high school students. Wishing you a terrific day.

This lesson is titled “Why did the Mughal Empire collapse?” The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in groups of six and given a one slide fact file on either regional fragmentation, external invasions, European powers, internal problems, weak succession, or economic decline. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills. Wishing you a terrific day.

This lesson is titled “Why did Babur win the Battle of Panipat?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the battle which gave rise to the Mughal Empire. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories (leadership, technology, strategy, and alliances). The class are then given a 15 piece card sort and divide the information into these categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this lesson as mine always do. Wishing you a terrific day.

This product is titled “Transition Day – Editable PowerPoint.” I created this resource when asked to lead our school’s transition for Grade 6 students moving to Year 7. It is a PowerPoint which can be edited to suit your own school and includes advice based on common student questions (uniform, transport, lessons, friendships etc). It also includes ideas such as the layout of the day and a Treasure Hunt quiz (both need to be adapted to suit your own school). I hope you find this resource as much use as our Year 6 parents and students did. It does need to be personalised but provides a good route through planning the day and ideas of what to discuss with parents and students. Wishing you a terrific day.

This product is titled “The Outsiders by S. E. Hinton – 23 lessons covering the whole book.” This is an 139-page PowerPoint which includes 23 lessons on the excellent novel The Outsiders, by S. E. Hinton. Each lesson I have put together includes a starter activity, a fill in the gaps quote, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. The novel is a major motion picture also. Wishing you a terrific day.

This product is titled “The Curious Incident of the Dog in the Night-Time by Mark Haddon – 23 lessons covering the whole book.” This is a 111-page PowerPoint which includes 23 lessons on the excellent novel The Curious Incident of the Dog in the Night-Time, by Mark Haddon. Based in Swindon, UK, Christopher is an autistic boy who seeks to discover who murdered Wellington, a neighbour’s dog. He embarks on a journey of discovery which teaches students about learning difficulties and social justice. It is beautifully written and perfect reading material for high school English students. Each lesson I have put together includes a starter activity, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. Wishing you a terrific day.

This lesson is titled “What really happened to the Mary Celeste?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the fateful ship. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a starfish (because it has five points) which has five points labelled with the key theories (that it was abandoned due to rough weather, that it was a victim of piracy, that it was an insurance scam, that there was a mutiny, and that there was an explosion from the cargo.) The class are then given a 21 piece card sort and divide the information into these five categories. A colour-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the five pointed object they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.