Requires the students to assess how far the position of women in society was advanced by WW1 through considering contemporary and secondary sources. Includes a writing frame for an extended writing activity that requires them to use the sources in their answers. This uses a method I've implemented for my students to teach them how to treat sources, the 'COAP' method.

Requires students to categorise a number of different pieces of information, including contemporary sources, into different long-term causes of the Russian Revolution. There is one very short introductory video, along with a 'Flash' activity from BBC Bitesize that I use alongside the course as it looks at the Revolution from start to finish and requires the students to answer questions at the end of each section [you want want to show them the whole thing, just the relevant parts to that lesson].

Again requires students to categorise causes of the October Revolution, although this time the students also need to place the events in chronological order in preparation to answer one of the new 'Write a narrative account' GCSE style questions. There is a model answer plus success criteria to support them with writing the narrative account. The information sheet is a bit... wordy, so could use some differentiation for less able students.

As an introductory lesson to the Russian Revolution this asks students to consider the differences between a democracy and a dictatorship by sorting information into two categories. There is a written task based upon the film 'The Dictator' [bear with me!] which requires them to decide whether to introduce a democracy or a dictatorship for the fictional country of Wadiya.

Asks students to consider the similarities and differences between Stalin and Trotsky by completing the venn diagram. Students are then required to consider who is the most suitable to lead Russia by completing a written activity. There is an extension task relating to two modern interpretations of Trotsky.

Requires students to consider whether the consequences of the Russian Revolution were positive or negative for the people of Russia, which I use with my year 8 students. This lesson focuses on developing source evaluation skills, 'usefulness', by looking at both content and reliability of two secondary sources. There is a 'COAP' sheet, which is the structure I use to help them deal with sources, a differentiated version, and a quote support sheet. They do find the source evaluation quite difficult but I want to expose them to it as early as possible to help get them ready for their GCSEs!

Scheme of learning and assessment to go alongside the lessons on the Russian Revolution that I have uploaded separately and as a bundle.

Requires students to categorise the causes of the February Revolution of 1917. There is also a written task at the end which requires them to consider the most important cause, and an extension task to consider how spontaneous the February Revolution was. Again, I have linked the BBCBitesize Flash activity within the PowerPoint, which is fantastic for explaining the different events as you go along.

Requires students to consider which factor was most important in women gaining the vote, the Suffragettes or WW1. <br /> <br /> Following a recap starter where students need to bullet point information they have gained previously on the Suffragettes [this can also be completed while watching the documentary 'Suffragette City' that is hyperlinked to the title, a fantastic documentary on the subject], they are presented with a number of different contemporary and secondary sources, which which they need to complete the source grid. The sources are differentiated by amount of text and also 'chilies' to show how difficult each one is, allowing self-differentiation. Students then need to highlight a model answer using the success criteria, before attempting their own answer on whether WW1 or the Suffragettes was more significant in women gaining the vote in 1918. This is suitable for both KS3 and also KS4.

Students consider change and continuity between the Normans and the later Middle Ages, including Henry II and the introduction of the Common Law. Students first watch a clip from Tony Robinson's crime &amp; punishment series [available on YouTube] which considers the impact of the changes introduced by Henry II. They are then asked to complete a categorisation activity with extension tasks, before attempting a 4 mark 'explain the difference' question.

Looks at the impact of the First World War on Germany and begins to make links with how this led to the abdication of the Kaiser. Includes a 9-1 style 4 mark exam question.

Students are expected to investigate the impact of social change on crime &amp; punishment between 1500-1700 focusing on poaching, vagabondage, smuggling and morality [I left out witchcraft at this stage to be covered in depth later]. This lesson is designed to be used alongside the Pearson textbook. There are recaps throughout based upon historical sources, and once the investigation is complete students are expected to attempt a 12 mark 'explain why' question. A model answer and success criteria are provided to support the exam question.

Designed for use alongside the Pearson textbook, students are expected to investigate change and continuity in punishments 1500-1700. After completing research on the reasons for the introduction of transportation students are presented with a 16 mark 'how far do you agree' style question, with a model answer and success criteria to support.

Students consider the impact of religious change on crime &amp; punishment in the Tudor and Stuart periods as part of the Edexcel GCSE (9-1) History Crime and Punishment in Britain specification. After watching introductory videos students use the Pearson textbook to investigate religious changes and changes made to law enforcement and punishments by each Tudor monarch and James I. They are then presented with a 12 mark 'Explain why' question.

Used in collaboration with 'Rise of Evil' [available on YouTube] this asks the students to consider who might support Hitler in his attempts to take over Germany in 1923, before asking them to produce a 1c style 'explain the effects' exam question.

After a video on Anglo-Saxon law courts students are first asked to categorise different types of crime. They then complete a categorisation activity on the role of the king, local communities and the Church in law enforcement during the Anglo-Saxon period. Finally the students finish with a 4 mark 'features' question.

This resource encourages the students to consider the effects of the Gunpowder Plot on crime &amp; punishment in Britain. Students are required to complete a diamond 9 on the effects to develop their prioritisation skills and are then expected to justify their answers.

Following an introductory video, students are required to explain the meaning of a number of contemporary historical sources using the Pearson textbook. Finally students are presented with an 8 mark 'narrative account' question.

Adapted from a free resource to include a 4 mark 'inference' question for the new style 9-1 GCSE, this lesson requires students to complete a political spectrum worksheet to show the different political parties in Weimar Germany.

Requires students to consider the changes to Weimar society including architecture, film etc. Includes a categorisation activity that focuses on the changes to the lives of women, along with a 3b 'explain the difference' exam question from the Pearson textbook.