This complete lesson plan with image based resources can be used to explore how the language of these government posters is used to persuade and inform.

This lesson encourages pupils to examine and investigate the British reaction to the outbreak of the French Revolution through the use of primary source evidence.

This lesson is based on the story of the sinking of the Titanic. Using the sources pupils can find out about the passengers on the Titanic to find out about those who drowned and also the survivors.

This lesson asks pupils to develop their understanding of the war on the Home Front. Through primary source analysis it examines how those involved on the Home Front were encouraged to deal with the war and the problems that shortages and uncertainty created.

This lesson offers graphic evidence of the cruelty on which enslavement was based and considers details about the way enslaved African society worked and how they were punished.

A lesson plan on Victorian homes. Pupils are gradually introduced to sources on Hackney, starting with a small map section, then photographic evidence, concluding with the census.

A lesson plan with resources to study The Gunpowder Plot.

A lesson plan which enables pupils to learn about the plague and to learn how the lives, beliefs, ideas and attitudes of people in Britain have changed over time.

A lesson plan and resources for children to learn about the life and work of Florence Nightingale.

The lesson plan and sources helps pupils to look at conflicting evidence and assessing their reliability and to develop an understanding of the various ways Hitler is portrayed.

This lesson could be used in the context of the history of Crime and Punishment, or as an illustration of one aspect of life in Victorian Britain.

This lesson asks pupils to investigate the early contact between Europeans and Native Americans. Using primary source diary extracts, pupils are able to understand and appreciate the first encounters between European settlers and the indigenous people of North America.

This lesson could be used for History at key stage 3, within the development of Church, state and society in Medieval Britain 1066-1509. The activities also support the key stage 3 literacy strategy for the development of writing. Students can attempt to locate the English words within the Latin original, and consider the development of the English language. The simplified transcript aims to add some clarity to the meaning of the document but does require some explanation or class discussion. Finally, the questions could also be used with key stage 2 pupils, fitting in with studies of Edward the Confessor as well as contributing to the key stage 2 numeracy strategy.

This lesson can be used ofr KS1, KS2 and KS3. It looks at the story of the fire of London through evidence relating to some of the key characters - Thomas Farrinor and Charles II.

This lesson and sources focus on the experiences of immigration of West Indian people to the UK between 1948-1970 including the Windrush.

The Cultural Revolution took place in China from 1966 to 1976. It was not a revolution to overthrow the government or people in power. Instead, it was a political movement initiated by Mao Zedong, who was Chairman of the Chinese Communist Party (CCP) and leader of China. It aimed to purge capitalist and traditional elements from Chinese society and to reassert Mao’s authority. It caused an estimated 500,000 to 2 million deaths and deeply impacted China and its people. To achieve the objectives of the Cultural Revolution, Mao mobilised young people to form Red Guard groups, following his ideas as written down in his famous Little Red Book. The cult of Mao soared to new heights and his image was seen throughout China. The Red Guard targeted people that represented the ‘Four Olds’: old ideas, old culture, old customs, and old habits. This included intellectuals, scientists, and senior officials. The violence exhibited by the Red Guard soon spiralled out of control, and Mao had to send in the People’s Liberation Army to restore order. The Cultural Revolution, however, did not end until his death in 1976. Use the original sources in this lesson to explore the Cultural Revolution. How and why did it come about, and what were some of its impacts?

This lesson can be used as a starting point for investigating the new Poor Law in more depth and discussing attitudes to the poor in 19th century Britain.

This lesson shows that attacks on civilians from the air began in the First World War and were quite serious. The focus of the tasks is on the drama and damage, the impact on civilians and British inability to deal with the raid.

Victorians were worried about the rising crime rate: offences went up from about 5,000 per year in 1800 to about 20,000 per year in 1840. They were firm believers in punishment for criminals but faced a problem: what should the punishment be? There were prisons, but they were mostly small, old and badly-run. Common punishments included transportation – sending the offender to America, Australia or Van Diemen’s Land (Tasmania) – or execution: hundreds of offences carried the death penalty. By the 1830s people were having doubts about both these punishments. The answer was prison: lots of new prisons were built and old ones extended. The Victorians also had clear ideas about what these prisons should be like. They should be unpleasant places, to deter people from committing crimes. Once inside, prisoners had to be made to face up to their own faults, by keeping them in silence and making them do hard, boring work. Walking a treadwheel or picking oakum (separating strands of rope) were the most common forms of hard labour.

A lesson to teach about the 1833 factory out where children can investigate how the far the act had solved the problems of child labour.