**What was it really like onboard the Titanic? ** Discover with this resource pack what it was really like onboard the Titanic. The pack includes: Reading Comprehension: a full article about the different areas, social classes, life before the voyage, life onboard the Titanic, social contrasts. The Reading Comprehension also includes a differentiated version for LPA students. There are double-sided PDFs and single-sided PDF of the article too. Reading Task Worksheet: this accompanies the reading comprehension. Students read the article again and scans the text for information about each of the classes onboard the Titanic. There is a PDF and an editable Word version. Voices from the Titanic: An Interview Across Classes. This task gets students to take on one of three characters who resided onboard the Titanic and complete a task together as a group (or individually). The fourth student becomes the journalist leading the interview. Character Cards: as part of the interview, students receive a ‘Character Card’ to discover what their individual was all about: John Astor IV: A first-class passenger and one of the wealthiest men aboard. Lawrence Beesley: A second-class passenger and later an author of one of the most famous firsthand accounts of the sinking, “The Loss of the SS Titanic.” Annie Kelly: A third-class passenger and an Irish immigrant.

How did the American West change between 1835 to 1895? This reading comprehension task is a great introcution to the GCSE History course of the American West. It provides a short, engaging overview divided into three mini ‘chapters’ of how the American West changed over time. Each ‘chapter’ also includes brief accounts from different Plains Indian accounts during the period. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource. Resources included: Reading Comprehension Word and PDF versions Instructions and Peer Assessment slide with Correct Answers Key knowledge covered: The Early Settlement of the West 1835-1862 The Development of the Plains 1862-1876 Conflicts and Conquest 1876-1895

This reading comprehension task deal with the significant advancements in medical science that played a crucial role in improving the survival rates and post-war rehabilitation of wounded soldiers. Medical Innovations and Advances during World War One - Medicine Through Time - British Sector - Paper 1 This task is linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource. Resources included: Reading Comprehension Word and PDF versions Instructions and Peer Assessment slide with Correct Answers Key knowledge covered: the Thomas Splint X-ray machines Development of facemasks Dr. Harvey Cushing and brain surgery

Advancements in World War I Medical Care: Pioneering Techniques in Wound Treatment This reading comprehension task is written like an article, deals with ‘Pioneering Techniques in Wound Treatment, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource. Resources included: Reading Comprehension Word and PDF versions HPA/MPA version LPA Version Instructions and Peer Assessment slide with Correct Answers Key knowledge covered: The Carrel‐Dakin method The Thomas Splint Mobile X‐ray Units Petit Curies Blood Transfusions and the Blood Bank at Cambrai Advancements in Brain Surgery Plastic Surgery

The impact of World War upon Surgery: The pioneering work of Harold Gillies This reading comprehension task deal with ‘the impact of World War upon Surgery’ and the work of Harold Gillies, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate page), but it could also be used as homework, a lesson task or a cover resource. Resources included: Reading Comprehension Word and PDF versions Instructions and Peer Assessment slide with Correct Answers Key knowledge covered: Gillies background Plastic Surgery ward at Aldershot Hospital Treatment of Wille Vicaragre and William M. Spreckley Tubed pedicle

**Reading Comprehension - Homework - or Lesson Activity ** This task deal with ‘Medical Advancements during WWI’, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and suggested answers (on a separate document), but it could also be used as homework, lesson task, or cover resource. Key knowledge covered: Aseptic surgery X-Rays Blood Transfusions The resources comes with the following files: HPA/MPA version LPA version Suggested answers

This 60-minute lesson explores the most interesting inventors of the Industrial Revolution and challenges students to discover who they believe did the most for Britain. The lesson includes several engaging tasks as well as a final write-up of their research into a structured paragraph (PEEL). There is also an exemplar PEEL paragraph students can peer-assess! Tasks and activities include: - Research Task + Resources - Writing Task + Scaffold - Peer Assess Exemplar Paragraph - Video clip + Questions & Answers - Match-up task Concepts and individuals appear: Crompton, Arkwright, Davy, Davy Safety Lamp, James Watt, Steam engine, converter, crompton's mule, water frame, Henry Cort, Bessemer, Newcomen and stephenson and MORE!

This 60-minute lessons gives students time to explore how Britain changed between 1750 to 1923 by challenging them to work through a series of engaging tasks. This could be used as the first lesson of a Unit on the Industrial Revolution or as part of an in-depth lesson on change and continuity. - comparing how transport, how villages/towns and cities were powered, how people lived and more - defining 'revolution' and elaborating on that definition with the help of a video clip - a fact sheet and worksheet gives the class time to investigate how agriculture, medicine, hygiene and education changed - source analysis of a painting - map analysis comparing Manchester through time. Try our other lessons on the Industrial Revolution: https://www.tes.com/teaching-resource/-full-lesson-why-did-businesses-grow-1750-1900-industrial-revolution-ks3-11814720

This 60-minute lesson covers the growth of businesses and birth of towns during the Industrial Revolution. Students start by examining a piece of statistics on population growth which is supported by a list of questions to help guide their thinking. There are further activities in this lesson including: - UPDATE: now with a peer-assessment task and Checklist! - labelling task on how towns grow (excellent as homework and perfect for low attaining students as well as SEND). Challenge questions are included to stretch the middle and high prior attaining students. - a video clip informs students about the impact of factories on towns and cities like Birmingham which is also supported a range of questions. - Card sort and/or factor activity: students read a range of cards and have to decide which factor each belongs to; - An extended writing task immediately follows the card sort/ factor activity. If you enjoy the lesson do rate us too : ) !

This 60-minute lesson gets students thinking about why soldiers continued fighting even though it was a sometimes harsh reality being on the front line. Students will reach a judgement on the most significant cause / consequence of events, they will be challenged to explain the interrelationship between causes. There is also an activity where students summarise why soldiers were willing to continue fighting. High challenge. Knowledge-Rich. Exciting! Tasks: - Analysing sources and linking those to Kitchener’s FOUR MAIN AIMS . - Examine the main REASONS why soldiers continued fighting and develop an hypothesis why they did using a handout. A brief ranking task is follows. - mind-map tasks using evidence.

This is an A-level History revision tool as well as an activity to help A-Level students build AO1 knowledge about Political Development for the whole period of 1783-1885 - AQA Industrialisation and the People; Edexcel Britain, c1785–c1870: democracy, protest and reform. This 21-page REVISION resource also includes QUESTIONS + ANSWERS as well as a BLANK TEST. Students go through all the questions and answers for each ‘Section’. Then, with a study-buddy, test each other verbally. Students then take the written test, swap with their partner and peermark. There is also a timeline activity where students add all their SPECIFIC KNOWLEDGE and annotate! The test includes events and knowledge such as demographic setup of the House of Commons, the franchise, pocket borough, rotten borough, mince-pie administration, parliamentary reform, Pitt, Peel, Prime Minister Liverpool, Liberal Tory Government , Whigs, Liberal Party, Conservative Party, Reform Act of 1832 , Great Reform Act, Ladies of the Bedchamber incident. Specific questions such as 'Why did Peel win the 1841 election?', What other issues (aside from Corn Law repeal) had triggered the breakdown of the Tory Party? , Why did Robert Peel's Maynooth Grant proposal help destroy his political career.

This is an extensive A-Level revision or lesson resource for Y13 or Y12 History studying Britain during the 1780-1880s. The resource provides specific information for the theme of ‘ECONOMY’ across the whole time period. Students use the booklet to revise or learn new knowledge. They can then test each other, followed by a written test of the information. The task could either be used across two lessons or if homework is set, one lesson consolidating the theme of economic development. Statistics, individuals, inventions and much more are included for example: industrial revolution, Cartwright, water frame, Samuel Crompton - the ‘Mule’, Hargreaves - Spinning Jenny, golden age of agriculture, impact of enclosures, Free Trade/Laissez-faire, development and impacts of the railway, Robert Stephenson, Isambard Kingdom Brunel, Great Exhibition.

This is a 50 minutes Year 7 History Exam on the Crusades. The exam is based solely on sources and challenges students to answer questions ranging in difficulty, for example from ‘What reasons can you see why people wanted to go on a crusade? 4 marks’ to ‘How useful is Source E to historians studying the history of the Crusades? 9 marks’. There is a ‘Help box’ (help sheet) for each of the questions should the students wish to get a helping hand. There is also a teacher mark scheme. Good source analysis assessment.

This 60-minute lesson gets students investigating the witchcraft -craze of the 1600s. The main focus is centred around Matthew Hopkins Witch-finder General and includes a source analysis task as well as a thinking-skills mystery on why the witchcraft craze began. There is a fact and sources sheet which students use to support their learning of new knowledge when completing the source task. The MYSTERY 'Why did old women hang from oak trees in 1645?' could be used as a stand alone activity for schemes of learning on witchcraft and Tudor history as well. If you like our resources why not check out the other KS3, KS4 or A-Level History resources? Link: https://www.tes.com/teaching-resources/shop/HumanitiesResources

This 120-minute lesson is also about the development of the first organised police force (Bow Street Runners) but is framed around the issue of highway robbery as it was a significant problem and symptomatic with crime in the mid-1700s and the work of the Fielding brothers was one reason why highway robbery disappeared. The starter gets students to explore the 1860 painting by William Powell Frith “Claude Duval’ (prompt questions included). The next task asks students to become GCSE Examiners and they have to mark and feedback on an exemplar answer. This quick 5-6 minute activity looking at the issues of Early Modern policing (e.g. weak constables, watchmen) and what the Fielding Brother did to improve law and order (Bow Street Runners). Two further tasks: a NOPCUR Source Analysis Task on the Bow Street Runners - could be a good assessment (resource included); Diamond 9 task examining reasons why highway robber disappeared (this could be a homework task!). These two lessons work well for any Early Modern, Crime and Punishment schemes of learning and the source analysis resource could become an assessment piece as well. If you like these resources please take a look at our other resources: https://www.tes.com/teaching-resources/shop/HumanitiesResources

In this part of our series on 20th Century History Lesson, students investigate the first day of the Battle of the Somme. Using a newspaper clipping as the initial stimulus to set the hypothesis, students then research how far the source is accurate in relation to a range of other material. The focus is on interpretation but the lesson gives the class ample opportunities to categorise and analyse sources in depth using a NOPCUR Grid (Nature/Origin/Purpose/Context/Utility/Reliability). There is lots of pair work and independent work too. All worksheets and resources accompany this full KS3 lesson. All resources are fully editable. If you like this lesson why not check out our 20th Century History Lesson Bundle as well? https://www.tes.com/teaching-resource/20th-century-history-lessons-and-ks3-resources-bundle-1-11562259

In this part of our series of 20th Century History lessons, students explore reasons why some Suffragettes applied violent methods in their quest for equality. A case-study towards the end of the lesson challenges students to consider if Emily Davison committed suicide - amazing class discussion! The lesson includes full resources: stretch and challenge sources which provides opportunity to 'dig deep'; Venn Diagram giving students a chance to compare and contrast evidence; assessing how far Emily Davidson was pushed gets students actively engaged with historical evidence and using continuums to make up their minds. The lesson ends with a brief assessment opportunity: a write-up using a PEEL paragraph structure.

In this part of our series of 20th Century History lessons, we explore Lloyd George's attempt at creating a country 'fit for heroes' after WW1. Students analyse an extract from his famous 'fit for heroes' speech as well as a poem which sets a contrasting tone about British social classes in 1918-1920s. Students then work with evidence, analysing how far Lloyd George did in fact succeed. The lesson concludes with an opportunity for a PEEL (Point Evidence Explain Lin) write-up.

In this part of our series on 20th Century History Lessons, students investigate sources around the question 'Freedom fighting or Actions of Terror?'. Two case studies are used: King David Hotel Attack 1946 and the suicide bombing of Maxim Restaurant, 2003. The resources is a great opportunity for class discussion! They have to rate each source and place it on a sliding scale; how they think each source support the idea of 'Freedom Fighting' or 'Terrorist Attack'. This is a lesson resource that can easily be adapted with more recent acts of terror.