This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An introduction to the idea of resistance and how it manifests. Students can explore types of resistance that can be done other than force. They then get introduced to some images of resistance in the ghettos, then discuss a ‘word wall’ with different ways the Jews resisted. Students categorise them as giving hope, morale or those preserving values and beliefs. An overview of the difficulties faced when trying to escape from concentration camps. Students examine an excerpt and write down 3 reasons escape was hard. They then give specific examples from the next slide. A guided reading task on the Warsaw Ghetto Uprising with questions around the outsides, differentiated to show where the information can be found. A plenary to explain what resistance meant to Jewish people and what it means to them also. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A ‘do it now’ starter which you can edit as needed to revise concepts you have previously taught. An introduction to the word ‘refugee’ which students discuss and can write a definition of. They can discuss why children may have been refugees in the 1930’s from Germany. A background tot he Kindertransport program, including the reasons after Kristallnacht, the British hesitation and then their eventual offer of help. The students consolidate this by filling in a gap fill once you have gone through the slides. A short look at the experience of Stephanie Shirley by watching a video interview with her and discussing her difficulties in the kindertransport program. The main task to study a series of sources containing experiences of different youths who came the Britain. Students then use this to complete the diagram and questions on their worksheets to show the experiences of the journey, arriving and whether they felt welcome. A plenary to discuss how we remember this event, and to re-review their definitions of refugees and summarise the experiences they learned about. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. A recap of John’s situation with the barons and introduction to the Magna Carta. A task to study the provisions of Magna Carta against the grievances of the barons and make a judgement as to whether it dealt with John adequately. A video which reinforces the impact of Magna Carta on future kings. Optional (if time) reading on the Barons War. A final task to weigh up the impact of Magna Carta. Students study the information and pick out the facts which help them make assertions about the short- and long-term consequences. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to watch a brief YouTube clip and determine the role of the Church in medieval peoples’ lives and what control it exerted. A background into medieval society and the religious heirarchy. Students study the information provided to complete a table of things they find out that show positive influence, some interference and things that are very controlling. A video from YouTube that shows the role doom paintings played in society. Students then study the worksheet provided and complete the features of a doom painting for themselves. A plenary to consider the impact religion would have on all members of a small family in the picture. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task to consider the England football team bade and the symbolism there. The Lions and the roses are a mix of medieval and Tudor history. Kids discuss what they know about the symbols. A couple of slides of background which explains and guides students through the causes of the War of the Roses, from Edward III’s death, Richard the II’s murder and the resulting line of kings to Henry VI. Within this, students consider who they think should be king after Edward, and the different variety of answers is evidence that no one really can decide who deserves it more…and they understand the origins of the war An activity to complete a short guided read about Henry VI and why he was unpopular, and this gives the students the short term causes of the War. A main task to sort 8 info cards about the key events into chronological order. The students then use these cards to do a timeline on the worksheet; they put Yorkist victories on one side and Lancastrian ones on the other, showing the turning tide of events down to Henry Tudor’s victory at Basworth Field. A plenary to consider what Henry, as the new king, needs to do to make sure he now ends the War and keeps hold of the Crown. The students can write this up based on what they have learned. Attachments: 1 x Powerpoint Presentations 3 x Publisher Files

This lesson contains: A starter to consider the role of hierarchy in a school and comparing to society. A YouTube video that summarises the aftermath of Hastings and how William increased his control over the country. This is followed by a gap fill exercise which can be printed and filled in from the handouts provided. An overview of the Feudal System and its uses. Students write down the new hierarchy and then answer questions about the advantages for William by using the information provided. An introduction to the Domesday Book and the reasons behind it, including a short YouTube video and then information which students use to complete follow up questions about why and how the survey was carried out. A plenary to consider the method which may have had the biggest impact. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A recap of why Mary Queen of Scots posed a threat, to lead onto this lesson’s content. Information on the causes of the Revolt and a video clip from David Starkey (YouTube) about why the Revolt began. An activity to use given information to complete the worksheet organiser about the reasons for the plot, the participants and the plan. A slide on the PPT with an animated map and movement to show a visual account of the Revolt on-board. An activity to write about the reasons the Revolt failed and why, using the information provided. A choice of plenaries: an exam question or a consolidation quiz. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter that discusses the problems Rome has with such large territory. Students explore the idea that the army needed to be large etc. A walkthrough of some of the major threats the Romans faced from abroad. The Iberians, Parthians and Britons are used as examples with a question to answer for each. An overview of the major tactics used. The lesson teases, from hints on the board, at the wedge, testudo and use of catapaults. There are images and video footage to support each, as well as two extra slides with a ballista and seige tower on for extra information. A slide on the importance of roads to the armies too with a chance to discuss it. The main task which asks students to use information sheets provided to complete the worksheet to show how effective the army was. For each section they also rate the effectiveness of each reason to help form a judgement. A plenary gap fill exercise to summarise the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An overview of the situation n 1939 after Hitler had invaded Poland and started WW2. Students then find out that Jews were forced to move into ghettos. Students define the word in their books. There is then a short video from YouTube to reinforce this idea. A closer look, in particular, at the Warsaw Ghetto. Students find out where it was, how many went there and how it looked. This is a video from YouTube that reinforced this information and gives some insight into life in the ghettos, as well as an optional clip from Schlinder’s list which I have edited with questions across the screen to consider as it’s playing. The main activity for the students to study 4 source ‘packs’. Each info card has 2-3 pieces of information and images, as well as ‘prompts’ for them to consider and help them make notes about what life was like in their worksheet tables. There is an extension activity on the board. A slide which goes over the major consequences of the ghettos for students to add to their notes if they didn’t get them. A plenary to get students to consolidate their learning with some simple questions. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap previous knowledge from the course. An activity to produce a mind map using the information presented on the slides about hospitals prior to Florence Nightingale’s influence and the problems with nursing. A background to Florence’s life and her experiences in the Crimean War, with images to fuel a discussion. Students then use the information provided to complete a series of levelled questions on the board about her experiences in Crimea and the impact she then made at home. A study of a few source images to discuss how they relate to Florence’s impact. A final overview of hospitals after Florence, to show the impact she had. An opportunity to answer an exam question about hospitals, comparing this era to the previous one. Attachments: 1 Powerpoint Presentations 1 x Publisher Files

This lesson contains: Background into the situation leading up to the passing of the act, including the different revolts that had happened and a consideration of whether the upcoming Act would be ‘great’ by assessing what we expect ‘great’ to mean. An activity, using the information provided, to summarise the feeling of the lower, middle and upper classes about whether change was actually needed, and why. A study of the provisions of the Great Reform Act. Students read each provision and colour a battery a little, a medium amount or a lot to show the amount of change each brought. they then assess the overall impact. A video from YouTube with a historian’s point of view about the Act. Students can debate whether they agree or disagree with this view. An opportunity for a final judgement about the ‘greatness’ of the Act. Two options of plenaries: one to study a source and another to discuss who benefitted the most from the Act, and who was yet to benefit. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A starter to consider why it might be difficult to be healed in Medieval villages and towns. This leads on to the lesson nicely and students might find that a lot of provision was available…or not. A chance for students to be first taken through the causes of disease. This is recommended as teacher-led on the board as there are lots of visuals. The students make notes on the left-hand side of their worksheet covering Religious, Rational and Supernatural causes. Students take notes in the space given. An overview of the healing methods. There are some images on the board to illicit discussion and humour before students use a set of information cards to complete the right-side of their work sheet for the treatments. A plenary opportunity to determine how they would solve their own problems using the prompts on the board and to consider the enquiry question as to whether could actually get healed or not. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider what Roosevelt meant by his speech about a ‘day in infamy’. An overview of the Pacific Theatre from the invasions of the Japanese and domination of the islands with a gap fill activity to note down the declining relations between the U.S. and the Japanese. An overview of the location of Pearl Harbour, importance and the reasons it was a good target for the Japanese. A YouTube video to watch some scenes from the Pearl Harbour Film, then an activity to study a series of sources and what we can learn about the attack and the consequences.  A plenary to write a news report from the American perspective of the attack. Attachments: 1 x Powerpoint Presentation 2 x Publisher File

This lesson contains: An introduction to the methods used by the Nazis to control people. A YouTube video which summarises the main methods of fear and terror used to control the masses, including the SS, SD, Gestapo, Concentration Camps and the Courts. Students use Cornell Notes to make notes as it plays. A longer, indepth look at concentration camps, including the spread of them, the way people were treated and the badges. An indepth literacy task to write an exam-style question as the students research using the information sheets provided. This is advanced, as the students not only read the info, they have to process the info and then convert it into an exam response all at the same time. A choice of plenaries: either a comprehension quiz, or a source skills exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A starter to get students talking about why diseases spread, and then hopefully they will apply that to this lesson about the Black Death. A background info slide about the spread of the plague. Students then use on-board images to discuss what actually caused the spread. There is a gap fill exercise which can be completed to consolidate the knowledge. An on-board discussion about how people attempted to stop the plague. Students are asked to complete a small, optional sheet (it could just be a discussion, up to you) with each, matching them with the associate image, then decide the the one that they think would work the most, and which would not. A few slides with sources about the impact the plague had on England. Students read and discuss what they think each author is saying about the impact. A card-sort activity where students are given lots of small statements about the plague and they have to separate them into positive and negatives. Then they choose the 3-4 best the write about in their books. This can then be extended into a writing task to make a judgement about whether the Black Death was terrible for everyone. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A starter to recap previous course knowledge and an introduction to the NHS to see what students know about it. An activity for students to note down, from the on-board images and info, reasons why there were problems accessing care at the turn of the century. A task to make notes on the reasons for the NHS being created, including the increase in democracy, the impact of WW2 and the roles of William Beveridge and Aneurin Bevan. A YouTube video covering what services the NHS offered and a gap fill exercise to consolidate its impact. A brief summary of the resistance to the NHS. A plenary that has a quote from Tony Blair for students to argue for or against, and a final opportunity to do a practice exam question. Either can be used, or both depending on requirements. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to examine an image and what it shows about the Tudors’ treatment of the poor. A discussion of the impact of Henry’s closure of the monasteries on the poor. Discovery of what Vagabonds were and an activity to match the type of vagabond to the description using the resources provided. An exercise to study pre-Elizabeth treatment and rules against the poor, matching the treatment to why it might be unfair. An exercise to consolidate knowledge and then judge how much change happened during Elizabeth’s time, including the Poor Laws and the distinguishing between Deserving Poor and the Idle and Lazy. A plenary to write a short letter expressing whether the treatment was fair or unfair still. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: An introduction to why Henry broke from Rome. There is a quote and the students will argue with it later. An activity to study lots of reasons why Henry broke from Rome. Students colour-code the reasons as love, religion, power, and money. A task to then find out the effect his break from Rome had. The students assess how far each outcome achieved Henry’s aims. A video from YouTube to help reinforce the lesson and go over the reasons. Students consolidate by assessing whether Henry did the right thing or not. A plenary to assess the most important reason. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to check student knowledge about the Empire and where the Empire reached. An overview on the need for the Empire to call up troops from all over the world. A short case study of Khudadad Khan, the first Indian recipient of the Victoria Cross. An overview of the use of propaganda across the Empire and the study of some different types. An activity to study a series of information cards provided to fill in the worksheet mind map for South Africa, Australia, Canada, India, the West Indies and New Zealand. A final activity to argue for or against a viewpoint about the Empire making a huge impact on the victory in WW1. Attachments: 1 x Powerpoint Presentation 1 x Publisher File 1 x Word File