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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the impact of anaesthetics and antiseptics on surgery. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers where useful along with advice on exam approach. Activities include a mystery image starter, key terms, thought-shower, annotated timeline (cut and stick or event ordering), analysis of achievements comparing Simpson and Lister, ranking of arguments against change and a final 12 mark explanation essay question followed by peer assessment.

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 nominally covers 2 lesson but in practice will take at least 3-4 depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the work of the RAMC and FANY. The system of transport, stages of treatment and underground hospital at Arras. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides worked examples and exam advice. Activities include an ordering of the four stages of evacuation starter, a listening exercise with student diagram, independent note-taking, an 8 mark source evaluation exam question, a plenary of medical scenarios whereby students decide how far to pass the student along the chain of evacuation and when to award the sought after “Blighty” award, a cloze exercise with source extension on the work of FANY, and a four mark follow up question.

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 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the historical context of medicine in the early 20c: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. To learn about experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai. The two Power Points lead students through all activities with accompanying worksheets. They also provide feedback at intervals and advice on exam approach. Activities include a fact recall quiz, independent note-taking, information prioritisation, analysing the effectiveness of treatment, a four mark follow up question, preparation for the 4 mark factual recall question with a carousel activity.

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.

IMPORTANT: Some of these worksheets 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 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand continuity in approaches to prevention, treatment and care in the community and in hospitals. Change in care and treatment: improvements in medical training and the influence in England of the work of Vesalius. The Power Point leads students through all activities with accompanying worksheets. It also provides handy feedback/answers at intervals and advice on exam approach. Activities include group and individual note-taking/mind-mapping, group discussion and a 16 mark essay-style exam question with a writing frame included if required.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Changes in the way of life of the Plains Indians, 1862-76 To understand the impact of railroads, the cattle industry and gold prospecting on the Plains Indians. To understand the impact of US government policy towards the Plains Indians, including the continued use of reservations. President Grant’s ‘Peace Policy’, 1868. To understand the conflict with the Plains Indians: Little Crow’s War (1862), and the Sand Creek Massacre (1864), the significance of Red Cloud’s War (1866-68) and the Fort Laramie Treaty (1868). The Power Point leads students through all activities with accompanying resources. It also provides feedback at intervals. Activities include a card sort on the impact of changes upon Plains Indians’ lives, paired/group discussions on options open to Plains Indians, analysis of Grant’s “Peace Policy” (positive and negative), chronological event ordering, a summary/revision table on the Plains Wars, an 8 mark narrative account exam question on the Indian Wars with support.

This Edexcel 9-1 GCSE unit covers 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand… the reasons for economic recovery, including the work of Stresemann, the Rentenmark, the Dawes and Young Plans and American loans and investment. the impact on domestic policies of Stresemann’s achievements abroad: the Locarno Pact, joining the League of Nations and the Kellogg-Briand Pact. The Power Point leads students through all activities with accompanying resources. Activities include a whole class Stresemann human graph starter where students rate his level of success versus failure in light of new information before reaching an overall verdict (this can be done on a piece of paper with a line labelled from -5 to +5 for a quieter lesson), a summary table on Stresemann’s achievements, extension work considering perspective and how some achievements could also be regarded as failings, a source usefulness exam question with advice and support.

This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the work of Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics of 1936. To understand Nazi control of culture and the arts, including art, architecture, literature and film. The Power Point leads students through all activities with accompanying resources. Activities include a short Derren Brown video to introduce the idea of mind control, last man standing on forms of propaganda, source comparison of Hitler and Goebbel’s methods, a Goebbels CV (possible homeowork), analysis of short extract from Triumph of the Will looking for examples of propaganda at the Nuremberg Rally, rearching examples of both propaganda and censorship and a Chamber of Culture simulation exercise sorting art work into keep and dismiss with discussion.

A complete revision guide for Edexcel AS/2 History Paper 1 The Crusades, c1095-1204. Content covers all areas of the specification. Simplified student assessment grids for Sections A/B/C AS and A2. 66 pages long.

This KS3 lesson should take around one hour plus a homework to complete (depending upon how much you ask students to write for the diary entry). The Power Point leads students through all of the activities with accompanying resources included. Aims and Objectives: To know what The Middle Passage was and how it worked as part of the Slave Trade Triangle. To use source material to investigate how slaves were treated. To consider what this shows us about attitudes towards slaves. To empathise with those who went through this horrific experience. Activities include a mystery image starter of a bird’s eye view of a slave ship below decks, a video and questioning exercise on the story of the slave ship Zong, a source analysis activity whereby students look for specified evidence in a range of source. There are extension questions and a simpler SEN source set provided. The finally activity is to write a diary entry from a former slave describing the treatment endured during the Middle Passage. This activity works in isolation, although my classes build the diary up over this and the subsequent lessons on living and working conditions.

This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher. The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933. The Power Point leads students through all activities with accompanying resources. Activities include a starter/paired discussion testing memory on state of Germany in 1932, a break down of each stage of Hitler’s rise which asks students to create memory jogger images at each point, creation of a summary timeline of key events, colour-coding actions of individuals involved and summarising their actions before ranking them according to level of blame, a usefulness exam source question with support and advice (comprehending written sources and reading in context, strategies for evaluating sources) and a final end of unit quiz.

This unit of work should take at least 3 hours to complete. The Power Point leads students through all activities with answers when required along with the necessary contextual subject knowledge. All accompanying resources are included. I have previously broken this unit down into three classroom lessons and one final IT lesson where students researched their Holocaust hero. LESSON 1 (Growing anti-Semitism of 1930s): Aims and Objectives: To know Hitler’s racial theories. To use sources to explore how these were put into practice throughout the 1930s in Germany. To empathise with those effected through producing a piece of creative writing in the first-person. LESSON 2 (Life in a ghetto): Aims and Objectives: To know what ghettos were and where they were set up. To understand the purpose of the ghettos. To carry out independent research into conditions inside the ghettos and demonstrate empathetic understanding of what it must have been like to live in one. LESSON 3 (The Final Solution): Aims and Objectives: To know the key events which led to the construction of death camps in Eastern Europe. To understand why these camps were created and how they eased the process of mass murder. To understand the motivation and psychology of those involved. The three lessons focus on the journey of two fictional Jewish children throughout the period 1933-45. A short diary entry is written at the end of each lesson explaining what has happened to them at this stage. Lesson 1 explores the growing anti-Semitism of the 1930s using a range of sources to chart the development and escalation. Lesson 2 explores conditions inside the ghetto using video clips and handout. The final lessons explains the process of the Final Solution and focuses upon how it was able to happen (from a psychological angle). The student booklet for this lesson uses a series of sources to explore the key issues. To end the unit on a more optimistic topic, students consider those who stood up against the Holocaust and create a information poster on their hero of the Holocaust.

IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 ad will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: The destruction of the Plains Indians’ way of life, 1876-95 To understand the hunting and extermination of the buffalo. To understand the Plains Indians’ life on the reservation. To understand the significance of changing government attitudes to the Plains Indians, including the Dawes Act 1887 and the closure of the Indian Frontier. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include inference work, time line creation, summary note-taking, diary extract of a Plains Indian child in a government boarding school, analysis of success v. failure of Dawes Act, Section A explanation 16 mark question with advice.

This KS3 unit of work covers several lessons and I’ve generally been quite flexible and allowed classes who are particularly engaged with the topic and research to spend longer on it. The lessons build up the students’ knowledge and understanding of trench structure, purpose, conditions and warfare. The booklet ensures that all students know the key facts surrounding this topic with the Power Point leading students through all of the activities. A few different starter activities are included at the end of the Power Point which can be selected according to the length of time spent on the main activities. Having worked through the key facts and background, the students undertake more independent research. Support materials are included for weaker classes, such as research tables and a source booklet which covers all of the key areas. I have used a great variety of resources depending upon each class- textbooks, library lessons, Internet, videos etc. Once the research is complete, the students complete the Trench Diary assessment task which is levelled according to subject knowledge and understanding of cause/effect. A mark scheme is included. Support materials are also included in this pack, such as a plan outline for students who require a little more guidance and a writing frame for the less able.

This KS3 lesson should take around two hours to complete. The Power Point leads students through all activities with accompanying resources included (although for the research stage the Power Point refers to school textbooks as one source of information and I’m obviously unable to include copies of pages I’d use. Wikipedia has a very detailed page on this topic and the link is included). Aims and Objectives: To know basic facts about a slave’s life and work. To extend this knowledge and understanding through group research and presentation. To be able to empathise with the psychological impact these conditions must have had upon the people effected, considering coping mechanisms. Activities include an inference starter using “The Sabbath among slaves” drawing which appears at first-glance to to be far less sinister than it actually is. Students then make further inferences with support from a range of images. They begin their research into mental/physical health, work and punishments using a ten minute video before breaking into groups of four to specialise in one area. The class collectively produce an assessment criteria for their poster presentations before researching and creating their posters. The following lesson, their poster presentations are peer assessed using their criteria and I use this as a competition. Finally, students add an entry to their ongoing slave diary about living and working conditions.

This KS3 lesson should take around two hours to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To think about and discuss the main reasons both for and against banning slavery (from our own opinions and ideas held at the actual time). To put these arguments into categories and rank their importance. To know the key events which led to the banning of slavery and sort this information into key factors. To write up our findings in an essay style. Students evaluate to arguments for and against abolishing slavery across the British Empire. They categorise and rank the various reasons historically given. They then categorise the key reasons into those relating to the economy, the slaves themselves and the Abolitionists. This leads into an essay-style written assessment. A writing frame and mark scheme is also provided. To assist with the review of this assessment, there are explained samples paragraphs and a conclusion.

This KS3 lesson should take around 2 hours to complete. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the main features of a motte and bailey and stone keep castle. To understand how and why castle design changed over time. To weight up the advantages and disadvantages of each type of castle. To compare both types of castles, considering similarities and differences. Students compare the design of a motte and bailey castle to that of a stone keep, looking for areas of similarity and difference. These are recorded in table and venn diagram format. This then leads into an assessed piece of writing on continuity versus change in castle design. A mark scheme is included.