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Mr Dyer's History Shop

Average Rating4.92
(based on 61 reviews)

I've been a Secondary School teacher since 2013 and since discovering a passion for designing and creating engaging lessons that students genuinely appreciate, I couldn't imagine myself doing anything else. To date (Aug 2017) I've had over 35,000 people download my work that I have previously uploaded to TES and I've never received lower than 4 stars for my work in my feedback.

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I've been a Secondary School teacher since 2013 and since discovering a passion for designing and creating engaging lessons that students genuinely appreciate, I couldn't imagine myself doing anything else. To date (Aug 2017) I've had over 35,000 people download my work that I have previously uploaded to TES and I've never received lower than 4 stars for my work in my feedback.
The Rise of Hitler and Nazi Germany
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The Rise of Hitler and Nazi Germany

5 Resources
Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment Enquiry question: Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.
Crime and Punishment Flash Cards
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Crime and Punishment Flash Cards

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I have created a series of flash cards set out as follows: Border colours to cards: Purple = Overview of topic (why did crime / law enforcement change in this era) Green = Crimes in this time period Blue = Law enforcement in this time period Red = Punishment in this time period Yellow = Case study in this time period Black = Whitechapel Case study. Each card is laid out as follows: Time period Name of factor / event Description of the event Specific facts for factor / event I have created these cards for my current year 10 and 11s and I’ve had a lot of positive feedback from them. We have used them for revision, to prepare for GCSE practice questions, for starter and plenary activity and for peer led questioning. The cards just about fit into most modern school blazer front pockets, so many of my students have taken to keeping them on their person at all times. The colour coded borders have made it easy to compare factors across time periods, such as - how has poaching developed as a crime 1000-1900.
Lesson 5 of 5 - Why did people stop believing in witches?
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Lesson 5 of 5 - Why did people stop believing in witches?

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Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? Case Study: The Pendle Witches 5. Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.
Lesson 3 of 5 - How important was Matthew Hopkins?
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Lesson 3 of 5 - How important was Matthew Hopkins?

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**Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? 3. How important was Matthew Hopkins? Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.
Lesson 2 of 5 - Did the Civil War create more witches?
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Lesson 2 of 5 - Did the Civil War create more witches?

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Lessons included in scheme of work: Why did people believe in witches? 2. Did the Civil War create more witches? How important was Matthew Hopkins? Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.
Lesson 1 of 5 - Why did people believe in witches?
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Lesson 1 of 5 - Why did people believe in witches?

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Lessons included in scheme of work: 1. Why did people believe in witches? 2. Did the Civil War create more witches? 3. How important was Matthew Hopkins? 4. Case Study: The Pendle Witches 5. Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.
Lesson 4 of 5 - Case Study: The Pendle Witches
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Lesson 4 of 5 - Case Study: The Pendle Witches

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Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? 4. Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.
GCSE: Edexcel American West Revision Guide
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GCSE: Edexcel American West Revision Guide

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I have taken the content for the Edexcel American West course and reorganised it completely. As the exam questions for on cause and consequence, I’ve re-ordered the information so that it reads as a series of chronological stories. The revision guide has been written for someone with a reading age of 13 to support low ability learners. I have not ommitted any of the historical content to achieve this. The guide contains a number of written tasks at the end of each working section that are framed on Blooms Taxonomy. Designed to be printed as an A5 booklet This will make an ideal revision guide for your Ks4 group, or could work as a homework booklet to support understanding.
GCSE: Edexcel Crime and Punishment Revision Guide (Bundle)
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GCSE: Edexcel Crime and Punishment Revision Guide (Bundle)

4 Resources
**A series of A5 revision guides I’ve created for Edexcel Crime and Punishment. Four books in total. Each book focuses on a different era. ** Medieval c.1000 - c.1500 Early Modern c.1500 - c.1700 Industrial Revolution c.1700 - c.1900 Modern c.1900 - c.2000 Each book contains the era’s approach to crime, law enforcement and punishment. It also carefully explains why elements are new and which have continued from earlier time periods. Each section of work has mini tasks to go with it in the booklet and has time period specific exam questions at the back of the booklet. These booklets are perfect for revision, catch up when students have been absent from the classroom for a long period of time or even homework.
Lesson 1 of 5 - The Rise of the Lancastrian Kings (War of the Roses)
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Lesson 1 of 5 - The Rise of the Lancastrian Kings (War of the Roses)

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Lessons included in scheme of work: 1 of 5 - The Rise of the Lancastrian Kings 2 of 5 - Herstory: Joan of Arc 3 of 5 - The War of the Roses 4 of 5 - The Princes in the Tower Mystery 5 of 5 - The Rise of the Tudors All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The lessons have been carefully designed to take students (Ideally year 7) through the narrative of the War of the Roses step by step. We start by looking at the reign of King Richard II, those students who have covered the Peasants Revolt will be able to recall his actions here and tie together why he was unpopular. From there, we look at the events and actions of the different leaders until we arrive at the Tudor dynasty. The whole scheme should take roughly a half term to work through. This scheme of work satisfies the National Curriculum: The development of Church, state and society in Medieval Britain 1066-1509 The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability
Lesson 3 of 5 - The War of the Roses  (War of the Roses)
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Lesson 3 of 5 - The War of the Roses (War of the Roses)

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Lessons included in scheme of work: 1 of 5 - The Rise of the Lancastrian Kings 2 of 5 - Herstory: Joan of Arc 3 of 5 - The War of the Roses 4 of 5 - The Princes in the Tower Mystery 5 of 5 - The Rise of the Tudors All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The lessons have been carefully designed to take students (Ideally year 7) through the narrative of the War of the Roses step by step. We start by looking at the reign of King Richard II, those students who have covered the Peasants Revolt will be able to recall his actions here and tie together why he was unpopular. From there, we look at the events and actions of the different leaders until we arrive at the Tudor dynasty. The whole scheme should take roughly a half term to work through. This scheme of work satisfies the National Curriculum: The development of Church, state and society in Medieval Britain 1066-1509 The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability
Who Shot JFK? Lesson
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Who Shot JFK? Lesson

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A good group work project - designed for a Year 9 class. Students are presented with information regarding who JFK was, and his global significance, and the details of the official account as to how he met his end. Students work on a particular popular conspiracy theory in groups of 4-6. Students are encouraged to conduct their own independent research as a homework, and then to present their findings to the rest of the class. Students take notes based on each others presentation, before deciding for themselves on what they believe was the most likely culprit behind the dead of JFK.
Lesson 4 of 5 - The Princes in the Tower Mystery (War of the Roses)
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Lesson 4 of 5 - The Princes in the Tower Mystery (War of the Roses)

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Lessons included in scheme of work: 1 of 5 - The Rise of the Lancastrian Kings 2 of 5 - Herstory: Joan of Arc 3 of 5 - The War of the Roses 4 of 5 - The Princes in the Tower Mystery 5 of 5 - The Rise of the Tudors Additional note: *This lesson purposefully misses the point that Henry VII likely had some involvement in the boys going missing. This point is revealed in the follow up lesson during the Rise of the Tudors. * All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The lessons have been carefully designed to take students (Ideally year 7) through the narrative of the War of the Roses step by step. We start by looking at the reign of King Richard II, those students who have covered the Peasants Revolt will be able to recall his actions here and tie together why he was unpopular. From there, we look at the events and actions of the different leaders until we arrive at the Tudor dynasty. The whole scheme should take roughly a half term to work through. This scheme of work satisfies the National Curriculum: The development of Church, state and society in Medieval Britain 1066-1509 The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability
Facebook (2016 model) worksheet template
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Facebook (2016 model) worksheet template

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Students of all ages have enjoyed using the Facebook template worksheet for classroom and homework activities. In the past, the template I had created was based on a Facebook profile from 2012, I realised that students were not engaging with this as much as I’d have liked, hence the update. I have gone to great lengths to make the work sheet as good as possible; for example, I have found and used the official Facebook colour scheme to improve the realism. You are invited to alter the sheet as you see best, I have tended to add a photo/picture for the top banner that would reflect the person the profile is for - but this can be done as an additional task, as could the profile picture.
Tripadvisor Worksheet resource (2017)
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Tripadvisor Worksheet resource (2017)

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The Tripadvisior worksheet is a great way for students to engage in multiple perspectives or make use of peer assessment. I have used the Tripadvisor sheet for KS3 History looking at trench warfare, with soldiers complaining about conditions, before having senior command reply to these complaints. I have also used the worksheets in KS4 when addressing Elizabeth Tudor's 'Middle Way' with Catholics and Protestants reviewing a CofE church.
KS3 Hastings to Magna Carta:  Lesson 1 - Who should be King, 1066?
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KS3 Hastings to Magna Carta: Lesson 1 - Who should be King, 1066?

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The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.
KS3 Hastings to Magna Carta:  Lesson 4 - How does William keep control?
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KS3 Hastings to Magna Carta: Lesson 4 - How does William keep control?

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The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.
KS3 Hastings to Magna Carta:  Lesson 3 - The Battle of Hastings
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KS3 Hastings to Magna Carta: Lesson 3 - The Battle of Hastings

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The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.
KS3 Hastings to Magna Carta:  Lesson 2 - The Battle of Stamford Bridge
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KS3 Hastings to Magna Carta: Lesson 2 - The Battle of Stamford Bridge

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The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.
KS3 Hastings to Magna Carta:  Lesson 5 - The Sons of William I
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KS3 Hastings to Magna Carta: Lesson 5 - The Sons of William I

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The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.