This KS3 lesson is part of our work on The Stuarts and comes at the start of the course. We therefore introduce King James I with some source work. However, if the lesson is to be completed in the lead up to Bonfire Night, then this first part can simply be removed, leading you straight into the Gunpowder Plot itself. It will take between 1-2 lessons depending upon how many tasks are completed. Aims and Objectives: To use sources to think about what type of king James I was (CAN BE LEFT OUT). To know the key events of the Gunpowder Plot. To understand why some people think the plotters were set up. The lesson starts with the option of some source analysis to investigate what type of person King James I was. There is a more detailed version of this source sheet and a simpler SEN version. We then introduce the Gunpowder Plot with the Horrible Histories clip. The students then use this initial overview to cut out the jumbled events and order them. These are stuck onto the storyboard which is then illustrated (I’ve set this as a homework and competition). The following lesson we look into the conspiracy theory using a range of sources supporting both sides. Students produce a balanced written answer on whether they agree that the plotters were set up before reaching their final verdict.

This KS3 unit will take at least two lessons to complete. The Power Points lead students through all activities with accompanying resources included. LESSON 1: Aims and Objectives: To be able to define apartheid. To understand how and why apartheid existed. To be able to explain how apartheid affected people in South Africa. LESSON 2: Aims and Objectives: To know some facts about his life. To understand how Mandela’s life was linked to apartheid. To reach a judgement on whether Mandela’s campaign was more peaceful or violent. LESSON 1: Activities include a role play starter whereby students enter the room according to eye colour and are treated differently. They are asked how this made them feel. Key terms for this unit are then linked to their definitions. A short video is used to answer students’ who, what, why, where, when and how questions on Apartheid. Students then read through the fact cards and pull out those which are untrue. The remaining facts are sorted from the most to the least oppressive. Finally, students write a paragraph summarising what they have learned so far. LESSON 2: Having watched a 4 minute biography, students complete a cloze exercise on Mandela’s life. Using a Mandela quote, they consider what method he claims to have used to end Apartheid (co-operation with enemy). Students then use the timeline to find evidence to test his claim that he worked with his enemies, rather than fought against them. They end the lesson with a paragraph answer to this debate.

IMPORTANT: One of the activities refers to the textbook "Edexcel GCSE (9-1) History: Weimar and Nazi Germany, 1918-1939 (editor Leonard A. and published by Pearson) ISBN 9781292127347 and will not be usable without a copy of this text or one which explains the roles and functions of the various institutions of the Nazi police state. This Edexcel 9-1 GCSE unit covers around 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the role of the Gestapo, the SS, the SD and concentration camps. To understand the Nazi control of the legal system, judges and law courts. To understand the Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. The Power Point leads students through all activities with accompanying resources. Activities include a video starter on who controlled Germany and how, a research table on the role/function of each institution, source analysis on the ways in which they justified their activities, a 12 mark exam explanation question with advice, paired discussion on methods for ensjuring fair sentencing, thought-shower on Nazi control of the legal system, problem-solving starter using a range of symbols and images to compare Nazi and Christian values, analysing a written passage on the church looking for evidence of co-operation and oppression and a final summary revision diagram. The Power Point also contains answers and fedback at intervals.

This KS3 lesson introduces the concept of propaganda and censorship. The Power Point leads students through all of the activities with accompanying worksheets. The famous Lord Kitchener poster is used to introduce the methods used in propaganda. Students define propaganda and censorship before thought-showering types and availability in WW1. In small groups they freeze-frame a range of propaganda images and discuss their messages/methods. With livelier classes at the end of the day, I’ve sometimes gone straight onto the worksheet analysis and left this part out though. Students then make their own propaganda posters using the techniques they have learnt. I use this as a competition and display. This will either take one lesson and a homework or two lessons.

This lesson uses contemporary sources, including photographs, news reel and written accounts to investigate the Blitz and whether “Blitz Spirit” was real or simply an example of propaganda. In the starter, students contrast images of “Blitz Spirit” with an account of the true horror of the Blitz. They consider the propaganda content of a British news reel clip. Students then complete a card sort activity by placing sources in a line to consider those which support the idea of “Blitz Spirit” and those which discredit it. They can then write-up their overall verdict. The home work activity asks students to study a range of WW2 images, considering which they would censor and which they would publish.

This KS3 unit of work aims to contextualise the unit of study on WW2 by providing an overview of the key events. It should take between 1-2 hours to complete. I use it near the start of the course before focusing on certain events as depth studies. The Power Point leads students through all activities with all accompanying resources included. Aims and Objectives: To know the main events of WW2. To understand why certain events are of particular significance as turning points. To make a judgement on which events were the most important turning points. Activities include a fun competition starter which recaps on the causes of WW2. Students try to guess the words using a series of images (non historical- just sound right). Having defined a turning-point, students then use the detailed information booklet to make brief notes on the significance of each key event. Finally, they produce a paragraph answer explaining which event was the most significant and why.

This KS3 lesson should take at least one hour to complete. The Power Point leads students through all activities and accompanying resources are all included. Aims and Objectives: To know what the Commonwealth was/is. To know the type of work carried out by Commonwealth members during the war. To understand why Commonwealth members signed up. To reach a judgement on how well people from different races were treated during the war. Activities include a starter which defines the Commonwealth and asks students to memorise countries from a map against the clock before playing last man standing. A series of sources are then used to list the reasons why Commonwealth members signed up. There are three versions, including a simpler SEN version and a subsequent version which involves highlighting instead of writing. After watching the BBC newsreel “West Indies Calling” to note done the range of jobs carried out by members of the Commonwealth, we then analyse their treatment using a series of source cards. We test the hypothesis “Commonwealth members faced racism during WW2” by arranging them from agree to disagree. Consideration is also given as to whether relations improved. This leads into the final verdict on whether the BBC newsreel was being truthful about the treatment of Commonwealth members during the war.

This KS3 unit of work should take around 3 lessons to complete. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the key facts about Oliver Cromwell- who he was and what he did. To use sources critically to learn more about opinions on Oliver Cromwell. To use our evidence to reach a balanced judgement on whether he was a hero or a villain. Activities include a starter which uses the Monty Python Oliver Cromwell song to recall key facts. Students are then unknowingly issued with a set of either positive or negative sources to create a quick thought-shower and feedback before exploring the reasons why their ideas about Cromwell are so different. We then colour-code Cromwell’s actions into “hero” and “villain” before analysing a range of sources to consider whether they show him in a positive or negative light and how far we trust them. Students then complete an assessed piece of writing, using these sources and their knowledge to answer the key question “Oliver Cromwell: Hero or Villain?”. A writing frame is including, along with a mark scheme which assesses their knowledge/understanding, use of sources and judgement.

This KS3 unit should take around two lessons to complete. The Power Point leads students through all activities with accompanying resources. Aims and Objectives: To know why the Stuarts and King James I were so obsessed with witchcraft. To know how witches were spotted and tested. To decide how fair these trials were. To balance our view of the Stuarts by considering their scientific advances. The first lesson starts with a mystery image of the trial of Mary Sutton by water. We then examine King James’ theories surrounding witchcraft and consider how the Stuarts’ obsession also linked in with the religious tensions of the time. Students read the passage on the famous Pendle Witch Trial and answer the comprehension questions. There are a lot of individuals involved in this event, so I generally work through it with them. They link King James’ witch spotting techniques to complete a grid determining how many of these criteria are met by each of the suspects. Students then make their on verdict using their grids which will tend to by “guilty”. However, when questioned, most students are already questioning thee methods and feel they were not guilty. The second lesson introduces Matthew Hopkins and the idea of witchfinding. The Horrible Histories witchfinder advert brilliantly demonstrates how ludicrous this process was. The students then complete a piece of writing whereby they go back in time and defend those who were accused of witchcraft using modern-day understanding. We end the unit by balancing out the Stuarts’ superstition with some work on their scientific advances. This worksheet can also be set as a homework.

This KS3 lesson asks students to evaluate the reasons for Elizabeth I’s successful reign. It will take two lessons to complete. The Power Point leads students through all activities with accompanying resources. Aims and Objectives: To know what type of person Elizabeth was- her personality and skills. To understand what problems she faced and how she tackled them. To assess how well she dealt with these problems. After a quick starter using the Armada portrait, students use a collection of sources to learn about Elizabeth’s personality. They then analyse why these aspects made her a successful monarch. We then focus on three key problems and her handling of each of them; Mary Queen of Scots, the Spanish and religion. There are three information sheets on each of these topics. Students complete a summary table explaining how she responded and how successful this was. An SEN cloze version is included (which I’ve also used if short of time- I’ve also divided the class into three and given each group one topic for the same reason). Students finally show their understanding of Elizabeth’s reign through writing a eulogy. This can be set as a homework task.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the extent of change in care and treatment: the impact of the NHS and high-tech medical and surgical treatments in hospitals. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers/demonstrations at intervals. Activities include watching the very quaint contemporary promotional cartoon which showcases the improvements offered by the NHS, cloze exercise, thought-shower, analysis of high-tech treatments and discussion/linking of NHS to the introduction of high-tech treatments.

This KS3 lesson should take at least one hour. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the main events of the Great Fire of London. To figure out what caused it, why it spread so quickly and who/what was to blame. To understand how it changed London forever and decide overall if it was a good or bad thing for the city. Activities include a question formation/answer starter whereby students form their own who, what, why, where, when and how questions and then see how many they can answer using the short video. We then sort the cause cards into evidence that the fire was intentional/a plot vs. an accident. We then move on to consider the effects by comparing a picture of London before and after the fire. Having gone though some facts on the extent of the improvements made to the city, students write a paragraph answer deciding whether, on balance, the Great Fire of London was a good or bad thing.

This lesson considers why the Nazis lost WW2 and what the longer-term results were for the post-war world. The starter is a memory recall using the bunker scenes from the film Downfall. This also asks the students to make inferences. Students then use their prior knowledge of the events of WW2 to explain why the Nazis ultimately lost. Using the information provided, students analyse ways in which the post-war world improved as opposed to continuing problems. They then end with a consideration of the merits of just revenge versus forgiveness using the example of the Holocaust survivor who forgave the doctor who experimented upon her as a stimulus for discussion.

This KS3 unit of work should take around four lessons to complete. It includes the assessment for the unit on the Tudors. The Power Point leads students through all of the activities with accompanying resources. Aims and Objectives: To learn some facts about Henry VIII and decide whether these make him a good or a bad king. To consider why we have different opinions about Henry VIII and how our sources aren’t completely reliable. To use (critically) a range of different types of sources to reach a reliable judgement on the key question. The first lesson introduces the idea of source reliability by drawing inferences from the Holbein portrait and then considering two source samples- one which supports and another which contradicts the painting. Students are asked to consider why they are different. We then study the six wives of Henry, completing a cut and stick activity (wife to fate) and begin to make our notes on whether he was a good or bad king. The second lesson covers the break with Rome and then a card sort, adding further information to our good v. bad table. The extension activity asks students to use a range of resources to add to their notes. I used our class textbooks but also informatioin that I took from BBC schools. This is also a good homework task at this stage as it can be completd using the Internet. The third lesson is where there students prepare for the assessment using a collection of eight sources. An SEN version of the source sheets is also included. The fourth lesson is the assessment write-up. The students are asked to use both the sources and their own knowledge to present a balanced argument before reaching a final judgement. A mark scheme is included.

Three one-hour lessons with all activities explained on Power Point. The focus is on continuity and change between 1750-1900. Once students understand the basic changes which took place during the Industrial Revolution, they carry out more detailed research and analysis using the information provided. They also develop their knowledge of key terms for this unit via a homework and key terms test. The lessons end with an assessed piece of writing analysing areas of change and continuity (writing frame and mark sheet included)

This KS3 topic covers a single lesson and introduces the course on The Tudors by providing students with a complete overview of the monarchs. It’s simple but effective and I’ve had fantastic justified reasons from students when I’ve used it. Aims and Objectives: To know the Tudor family tree and the order in which they reigned. To know a few basic facts about each of the Tudor monarchs. To compare their reigns and make a judgement on who was the greatest Tudor monarch. The starter focuses on the family tree and establishes the order and reasons for reigns. We then work through each of the monarchs, whilst students rank them on a continuum from worst to best. I’ve always made them note down two reasons for each but the information sheet could equally be adapted into cards for them to order. Students are then asked to make an independent judgement on which monarch was the greatest and we discuss the choices at the end.

IMPORTANT: Some of the activities refer to the textbook "Edexcel GCSE (9-1) History: Weimar and Nazi Germany, 1918-1939 (editor Leonard A. and published by Pearson) ISBN 9781292127347 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand Hitler’s early career: joining the German Workers’ Party and setting up the Nazi Party, 1919-20. The Power Point leads students through all activities with an accompanying task booklet. Following a starter which answers 5W questions about the origins of the party using a short passage, students work in pairs to discuss the steps that would need to be taken to set up a new party. The booklet tasks then work through each stage, charting the early development of the party. Activities include colour-coding of a selection of the 25 Points into nationalist and socialist, making inferences from sources to understand why membership grew, note-taking/table on the impact of the changes Hitler made, an analysis of what key members bought to the party and a series of comprehension questions on the early SA.

To tackle the pressure of limited contact time and such a vast topic, I produced this KS3 unit and managed to condense the delivery down to two hours (although I’m sure more time could be spent on this topic). The Power Point leads the students through all activities with accompanying resources included. Aims and Objectives: To know the main events leading up to the outbreak of World War Two. To work on reading, note-taking and analysis, explaining the significance of these events and how they inter-relate. To make a judgement on the effectiveness of Appeasement. Over the two lessons, the students create a detailed information sheet which breaks the unit into four key areas with specific tasks for each. The booklet provides all of the information required to complete the tasks and there are two versions with one being shorter/easier. There is a focus on reading and comprehension with the teacher increasingly taking a step-back as the work progresses (whole class- paired- individual reading). The four key activities include explaining why the Treaty of Versailles angered Germans, why Germans came to support Hitler, summarising Hitler’s foreign policy aims and considering their appeal, map work on their application and a judgement on the effectiveness of Appeasement. There are extension tasks on linking factors and comparing their importance. There is also a starter quiz to recap lesson one’s work in the second half. This can be done in two hours- I’ve done it.

This KS3 unit should take around 2 hours to complete depending upon how detailed you want the final letter to be. The Power Point leads students through all activities, giving answers when required. All accompanying resources are included. I showed my classes an extract from the film Goodnight Mr Tom as part of their research, although I have not included a clip here and you would need to source your own DVD or find a clip on YouTube. This would officially make your department the only one in the country not to have this DVD in a store cupboard. Aims and Objectives: To know the main facts surrounding evacuation- who, what, why, where and when? To understand the great range of experiences and types of people effected, considering the impact upon their lives. To create a piece of empathetic writing exploring these ideas. Activities include a short video starter where students use the clip to answer the who, what, why, where, when and how questions about evacuation. A cloze exercise quickly summarises the key facts. Students then sort the attitude/feeling cards from positive to negative. Using the source booklet, they carry out independent research into the range of evacuees, hosts and feelings/attitudes expressed. They are to try to find concrete examples to illustrate the attitudes/feelings on the cards. The following lesson has a quick recap quiz. Students then demonstrate their understanding through writing an evacuee letter home, describing the process of evacuation and expressing thoughts/feelings to show empathetic understanding.

Students use a collection of primary sources to investigate conditions for children working in cotton mills during the Industrial Revolution. These demonstrate both positive and negative aspects. They are encouraged to consider the reliability of each source. They then write up their findings in a balanced government report, making critical use of the source material to reach an overall judgement on whether child labour should be banned. A writing frame is also included for weaker students.