Pupils sort the information avaliable to decide who is ACTUALLY responsible for Becket's death. They then explain their decision using evidence from the lesson.

A lesson designed to get pupil's thinking about their own reactions to Kenendy's choices at the CMC. Pupils the sheet to look at the pros and cons of each choice, before writing an 'action plan'. This is informed by real time 'bulletins' of information - does this alter their choices? The action plan is then compared to Kennedy's choice.

This is a free resource. Begins with a 'which of these promentant figures do we recognise?" task - some discussion into each of them can be done. Main task - research and present in some way, a key figure from Black history. Gives a big list of examples of both men and women to cover a range of interest areas, but others can be chosen. There are also some optional extension tasks which prompt pupils to look at the 1960s Civil Rights movements in the USA, and the British Race Relations Acts of 1965 and 1976.

3rd lesson in the Viking scheme of work -starts with a fun literacy starter -lesson is a research/poster/project tasks, where students work in groups to research and then present on 6 different topics: Houses Weapons Ships and ship building Clothing Trade/coins Jewellery Research material is included, which is NOT mine (hence the free lesson). Instructions are given for feedback. This lesson should ask students to focus on change and continuity.

5th lesson in this scheme of work. This lesson starts with a word search to go back over key terms. It then tracks the events of the revolution 1789-1793, plotting events in a flow diagram, before a task which requires students to explain WHY specific events led to a more extreme revolution. It finishes with a homework task on Robespierre. This lesson requires the Hodder History ‘The French Revolution’ text book. If you don’t have it, there are scans of only the specific pages needed. These are NOT included in the price of lesson.

A resource to help students make notes on the purpose of Nazi economic policy. For the Edexcel A Level: Germany and West Germany 1918-89 Part 3: Economic development and policies 1918-89 This sheet requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.

Further looking at interpretations, two documentaries that give two different accounts - the first looks at Lady Margaret Beaufort, and the second Henry VII himself (along with Jasper Tudor). Gives a writing frame to write a balanced account at the end.

Third lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ This lesson focuses on the role of the Privy Council. Notes provide a brief overview for the reigns of Henry VII and VIII, and then introduces a research task. Lesson includes links to research articles to give to the students - this will just save you/them some time! They cover the structure and changes to the council, as well as some of the key members.

Lesson 16 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 4 of 3.2 - Gaining Control of the Localities. Lesson focuses on the history and role of the JPs, with good detail on their role in local government, the influence they could have and as such, what qualified someone to become a JP. Finishes with a timeline task, tracking the evolution/importance of the role of the JPs between the reigns of Henry VII, Henry VIII and the later Tudors. Uses the Edexcel Pearson textbook

Following the AQA ‘The American Dream:Reality and Illusion 1945-1980’ course. Notes on Ford and Carter following the downfall of Nixon. This covers the end of the course.

A lesson looking at how Elizabeth use portraits (and symbols) to control her image. Pupils will use a grid system that will help them step by step to dissect two portraits (rainbow portrait and Armada portrait), which will have them first label the symbols, then what they mean, and finally what the message/intention of the source is. They can then make a judgment as to how well they think Elizabeth controlled her image. Includes a copy of the source grids that is both blank and has heading prompts - you can choose which is best suited to your group. Also includes a homework which discusses differences in authorship.

An introductory lesson to the Industrial Revolution, where students will look at home the IR had an impact on the landscape and population. Includes key words. 1)a fun starter - how many of the pictures can pupils identify? What do they all have in common (all invented/discovered during the IR) a ‘spot the difference’ between 2 scenes (1750-1900). Table to fill in responses included Assessing population size, urbanisation and life expenctancy - what can that tell us about the changes happening to people’s lives? A cycle to explain population growth A final task - write a letter home after living in an industrial city for a few months, to highlight there differences (also emphasises the change of moving away from a support system)

Because they’re too often forgotten! A lesson with allows pupils to research a woman of their choice, from Elizabeth Woodville, Jacquetta of Luxembourg, Cecily Neville, Anne Neville, Lady Margret Beaufort and Margaret of Anjou. A little information is provided about each to help them get started/choose. Includes some nice extension activities too.

An introduction to the Wars of the Roses. Introduces the key players, York vs Lancastaster, and an explanation of why the wars started. Includes a good video explaining the situation, a family tree and a comprehension task to help gain a good understanding of the Wars. They can find this REALLY confusing - I always find it helpful to draw the family tree on the board to talk through, and feedback is essential. A drawing of my family tree is included. No textbook needed.

A lesson looking at the battle of Tewkesbury and it’s importance (this is important where I teach, as it’s in our county!) Pupils will look at what happened during the battle, and why it was important. It’s very important to stress here that the last legitimate Lancastrian heir died during the battle. The task asks them to write a diary entry as either a Yorkist or a Lancastrian. They can do further research to help this.

2nd lesson in the French Revolution scheme of work. This lesson introduces details about the Estate System, the long, short and trigger causes of revolution, and the Tennis Court Oath, using the painting by Jacques-Louis David as teaching aide.

For the AQA ‘Industrialisation and the People: Britain c1783-1885’ course. This PPT contains all the important information, and includes a topic summary chart at the end. This lesson information can be adapted, allowing you to add your own tasks.

Notes on Nixon, the Watergate Scandal and impact. No activities included in this one, just straight forward details that you can shape your lesson around

Lesson 14 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 2 of 3.2 - Gaining Control of the Localities. Lesson defines what is meant by a ‘borough’, the changes to them and how they relate to MPs. Also discusses their drawbacks (e.g. rotton boroughs). Finishes with tasks from the textbook. Very student led lesson - designed for feedback the following lesson. Uses the Edexcel Pearson textbook.

Detailed lesson looking at the Battle of Agincourt, asking pupils to assess why the Battle of Agincourt is worth remembering, and using a diamond 9 to make a choice as to what the most memorable factor is. Also includes a documentary (free to view on Youtube). Includes a newspaper task and template (can also be used for homework).