This quiz/word search is a useful tutorial activity or starter/plenary for a history lesson to celebrate black history month. Students have to identify 15 key people who have contributed to black history from clues, and then they have to find their names in a word search. It takes about 20-30 minutes to complete.

This lesson is the 2nd in a series of two lessons investigating the causes of the First World War. The focus of this lesson is the short-term cause (the spark). It links the long-term causes to the shooting of the Archduke Franz Ferdinand, and is assessed through the use of sharing assessment criteria and peer assessment.

This lesson focuses on evaluating causes and reaching a conclusion about an historical interpretation. The key focus is cause and consequence, and it gets the students to start thinking about the causes of the First World War and evaluating their relative importance. Students have to identify information and fill in causation tables, and then complete an extended piece of writing evaluating an interpretation.

This lesson is the first in a short unit of work prepared for key stages 2 and 3 to celebrate Black History Month. The lesson introduces students to the slave trade, and contains numerous tasks including the chronology of the triangular trade and making inferences from sources. The purpose of the lesson is to contextualise why we celebrate Black History every October. This lesson is fully resourced and suitable for either key stage 3 or key stage 2 students.

This lesson is the second in a short unit of work prepared for key stages 2 and 3 to celebrate Black History Month. The lesson focuses on the abolition of slavery and requires students to think about the key people and key reasons why slavery was abolished. The purpose of the lesson is to contextualise why we celebrate Black History every October. This lesson is fully resourced and suitable for either key stage 3 or key stage 2 students.

This lesson is the last one in a short unit of work prepared for key stages 2 and 3 to celebrate Black History Month. The lesson asks students to evaluate the reasons why in less than 150 years, African Americans progressed from being held captive as slaves to an African American man becoming president of the USA - how did this happen? The purpose of the lesson is to contextualise why we celebrate Black History every October. This lesson is fully resourced and suitable for either key stage 3 or key stage 2 students.

This assembly is suitable for key stage 2 and 3 students, and lasts between 20-30 minutes depending on how much of it is delivered. It considers the importance of black history and highlights the journey from slavery to the most powerful man in the world. It demonstrates the cultural contribution of the black journey and includes 3 clips - the slave trade; Maya Angelou’s poem ‘still I rise’ and members of the black community stating what black history month means to them and why.

This lesson has been created to prepare students for their GCSE mocks and public examinations. It is the first lesson in a set of skills lessons which helps them revise and mastering inference questions. The lesson starts by explaining how to get full marks on a inference question, and then solidifies student learning through AFL modeling and repetition. This lesson contains sources based on the USA conflict at home and abroad depth study (USA conflict at home and abroad (Weimar and Nazi Germany also available). It takes about an hour to teach and enables students to practice their inferences through a wide range of sources.

This lesson has been created to prepare students for their GCSE mocks and public examinations. It is the fourth lesson in a set of skills lessons which helps them revise and master how and why sources differ questions. The lesson starts by explaining how to get full markson a how interpretations differ question, and then solidifies student learning through AFL modeling and repetition. This is repeated with why interpretations differ questions. This lesson contains material based on Weimar and Nazi Germany( USA Conflict at Home and abroad also available). It takes about an hour to teach and enables students to practice their interpretation skills.

This lesson has been created to prepare students for their GCSE mocks and public examinations. It is the fIfth lesson in a set of skills lessons which helps them revise and master how to evaluate different interpretations of history. The lesson starts by explaining how to get full marks on evaluating interpretations questions, and then solidifies student learning through AFL modeling and repetition. This lesson contains material based on USA Conflict at Home and Abroad (Weimar and Nazi Germany also available). It takes about an hour to teach and enables students to practice their interpretation skills.

This is the sixteenth lesson on the A level democracy and dictatorships in Germany A Level Unit, and focuses on evaluating the the creation of the Nazi Party; the 25 point programme and nazi ideology. It contains research activities; historians’ interpretations and clips to support learning. This lesson takes an hour to teach, but students will have to complete significant home learning to finish all of the activities.

This wordsearch tests student recall of key facts about the modern era medicine and is useful as a starter/plenary or end of term fun revision activity for students studying medicine through time at GCSE. Students have to find the answers to 15 questions and then locate the words in a wordsearch.

This lesson has been created to prepare students for their GCSE mocks and public examinations. It is the fourth lesson in a set of skills lessons which helps them revise and master how and why sources differ questions. The lesson starts by explaining how to get full marks on a how interpretations differ question, and then solidifies student learning through AFL modeling and repetition. This is repeated with why interpretations differ questions. This lesson contains material based on USA Conflict at Home and abroad (Weimar and Nazi Germany also available). It takes about an hour to teach and enables students to practice their interpretation skills.

This lesson continues the investigation into whether or not there was a Mid Tudor Crisis focusing on the development of the church under Edward VI. It contains a range of investigative material and links to useful documentaries. There is a range of source material to analyse: Students will learn about: Doctrinal changes under Edward VI A comparison of the process of doctrinal change under Somerset and Northumberland Duration: This is a long lesson and will probably require 2 hours to teach it, plus an hour of home learning to complete all of the activities. It can be used for all examination boards and is designed so that any examination board approved text book can be used to complete the activities.

This lesson continues the investigation into whether or not there was a Mid Tudor Crisis. It focuses on Northumberland’s coup and the replacement of Somerset as Lord Protector. It contains a range of investigative material and considers both contemporary source material and interpretation of the coup to help establish the motives for the coup and the events of the coup. This lesson can be used to take lesson 3 ‘good duke’ and ‘bad duke’ further. Students will learn about: The coup to overthrow Somerset The causes of the coup The role of Northumberland in the coup Duration: This is a long lesson and will probably require 2 hours to teach it, plus an hour of home learning to complete all of the activities. It can be used for all examination boards and is designed so that any examination board approved text book can be used to complete the activities.

This lesson is suitable for any A Level Tudor unit of work. It uses both contemporary sources and interpretations, and is therefore suitable for all boards and all units. It fully resourced, and can be used with any examination board approved text book. It contains a range of varied activities and clips all designed to maximise performance at A Level. In this lesson students will learn to: Evaluate evidence to suggest whether or not there was a Mid-Tudor Crisis from the unit of work Answer an interpretation-style question This is the concluding lesson in the unit where students will draw on evidence from throughout the unit to reach their own judgment Duration: 2 hours and 45 minutes homework.