I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Migration Nation
The aim of this lesson is to assess which individuals from the Caribbean had the greatest impact on British society before the Windrush generation.
This lesson is therefore the first part out of two focusing on Caribbean migration to Britain.
I have selected four individuals to discuss, address, highlight and evaluate: Mary Seacole, Mary Prince, Harold Moody and Walter Tull.
Each character is assessed using information given on their contribution to Britain, from autobiographies to sport, to medicine and changes in the law. Ultimately using some select criteria, students have to make a judgement on who had the biggest impact upon Britain at the time.
There are video links, source analysis as well as literacy and extended writing tasks on each person.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to evaluate the causes and consequences of Irish migration to Britain and its significance today.
The lesson is split into three sections: the consequences of the Irish famine, the impact of Irish navvies to the Industrial Revolution in Britain and Irish culture and significance in Britain today.
Students are given the context to Irish migration to Britain before they analyse the causes of consequences of the Irish famine. They can complete part of a GCSE style question if required.
They are then given information on the part played by Irish navvies in the Industrial Revolution and prioritise there impact.
Finally they study Irish culture in Britain today and evaluate how it has impacted upon Britain today through an extended writing task. They is help given with structure here if required.
There are video links to the lesson and an odd one out activity at the end to consolidate the learning of the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to evaluate the causes and consequences of Jewish migration to Britain and its significance today.
As this study focuses on Jewish migration from the Middle Ages to today, I have included a timeline for each topic studied. This lesson may be delivered over two sessions.
Students learn about the causes of anti-Semitism and persecution as well as judging how accepting Britons were when Jewish people were welcomed back into Britain in 1885 after having been expelled under King Edward I.
There is a focus on Oswald Moseley’s fascists and the Battle of Cable Street, as students question why anti-Semitism and prejudice declined following the events in the East End of London.
Students also analyse and are able to discuss the humanitarianism shown through the Kindertransport and the actions of Sir Nicholas Winton who was made famous on an episode of ‘That’s Life’ which has been included
The plenary multiple-choice quiz at the end will help to consolidate the learning from the lesson
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess how influential the first settler were to Britain.
Students are given the context as to why Britain was a good place to settle before deciding which tools unearthed were used for what.
The main task is to assess what different tribes brought with them and their legacy today.
There is a differentiated extended writing tasks and video links to accompany the lesson.
The plenary is a family fortunes quiz which students have to decide the most common answers given from a survey of 100 people.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Migration Nation
The aim of this lesson is to assess the significance of migration and its influence today.
Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required.
There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them.
There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios.
There is some extended writing to complete as well as links to video and images to consolidate understanding.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
With the National Curriculum in mind, I have created a set of resources which focus on the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066.
This bundle includes significant events such as the abolition of Capital Punishment in Britain after the high profile cases of Derek Bentley and Ruth Ellis.
It makes connections between crime and punishment through the ages such as between Roman and Modern periods.
Students will be introduced to key concepts of change and continuity between Anglo-Saxon and Norman Crime and Punishment as well as the causes and consequences of the Christian Church and its influence on punishments.
Students will analyse sources in the Stuart period and analyse different interpretations of terrorism through the ages.
They will be able to use historical terms and concepts in more sophisticated ways such as retribution and rehabilitation.
Finally they will be able to provide structured responses and substantiated arguments, giving written evidence and context to their extended writing.
The 11 lessons are broken down into the following:
An introduction to Crime and Punishment
Roman Crime and Punishment
Anglo-Saxon Crime and Punishment
Norman Crime and Punishment
Tudor and Stuart Crime and Punishment
Crime and Punishment in the 18 and 19th Century
The Whitechapel Murders
Modern Crimes
Modern Punishments
The case of Derek Bentley
The case of Ruth Ellis
Each lesson comes with suggested teaching and learning strategies, retrieval practice activities and are linked to the latest historical interpretations, video clips and debate.
The lessons come in PowerPoint format and can be adapted and changed to suit.
These lessons are ideal as a way of introducing Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students to encourage them to take History further in their studies.
Crime and Punishment
The aim of this lesson is to judge to what extent have crimes changed in the 21st Century.
Students begin the lesson by deciding which crime are new in the modern era (change) and which crimes have stayed the same (continuity).
They then analyse some key details in various crimes in the modern era, from terrorism to smuggling, cybercrime, race crime and the use of Class A and B drugs.
There are tasks to complete including a true or false quiz and video links to help.
A mood board will hep consolidate the learning at the end of the lesson as well as some extended writing practice, with help and a suggested markscheme to use if required.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Crime and Punishment
The aim of this lesson is evaluate why the case of Derek Bentley can be classified as a miscarriage of justice.
Students begin the lesson with the background of Derek, his early life growing up and his troubles at school.
They are then given some source scholarship with tasks to complete. The details focus on the events of the night of 2nd November 1953, when Bentley was involved in the shooting of a policeman.
Students use this information to decide if it was right to sentence him to death, despite not firing the shots which killed Constable Sidney Miles.
Some key information of the case has been left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are then told about his severe learning difficulties and metal age.)
Students also complete a diamond nine activity, rating in order of importance the impact and significance of the case.
The lesson ends with some differentiated questions around the subject of the death penalty and a heart, head, bin, bag plenary to consolidate their learning.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
This lesson is ideal as an introduction to Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students.
The resource can also be used as a stand alone lesson to question the morality of the death penalty, which links to Citizenship, PHSE and Religious Education topics.
Crime and Punishment
The aim of this lesson is evaluate why the case of Ruth Ellis can be classified as a miscarriage of justice.
Students begin the lesson with the background of Ruth Ellis, her childhood experiences and growing up in London.
They are then given some source scholarship to complete with some hinge questions posed to analyse the text.
The details of the killing of her boyfriend David Blakely are then given; students use this to decide if it was right to sentence her to death, which was the law at the time and if she was guilty beyond question of the crime.
Some select information of the case is left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are told that the verdict was given after only a day and a half.)
Questions at the end are therefore raised about the fairness of the criminal justice system at the time, gender issues in sentencing, domestic abuse awareness and mental health considerations.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
This lesson is ideal if you are teaching Crime and Punishment at GCSE or if you wish to add an interesting unit of work to engage and challenge the students.
This lesson can also be used as a stand alone for subjects such as PHSE and Religious Education which question the morality of using the death penalty.
