A lesson that focuses on the impacts that the atomic bomb had on Hiroshima. Students use the knowledge for the lesson to create a newspaper article which focuses on 4 key areas (that the choose). Literacy support and differentiated materials provided. As always there are clear instructions.

A lesson on overseas troops and their experience during World War One. The lesson includes a card sort and ranking activity, a post card analysis and then the students main activity is to create an accurate postcard that represents the experience of overseas troops during WW1. Literacy support and extension task also included as well as clear step by step instructions

A First World War recruitment lesson. Students analyse a range of sources to identify reasons why men joined the army in 1914 (differentiated with examples and prompts). They then use this information to practice GCSE skills before creating their own propaganda poster. As always there are clear step by step instructions.

Students work through a range of student-led activities, such as a card sort, categorising and ranking tasks before developing GCSE skills. In addition to this there are a range of worksheets and activities. Clear step by step instructions included.

Students learn about slave auctions through a range of source based activities which are used to support extended response activities. As always there are clear step by step instructions and differentiated activities.

A lesson on segregation in the USA. Our final lesson in the Slave Trade & Civil Rights Unit of Work. The students use knowledge cards which they categorise and then use to complete a matrix to show things that improved and things that did not improve. They then have to determine how successful each category was (clear guidance given). Plenty of opportunity for discussion and questioning before they then use their complete matrix to answer the lesson's question. This can be used as an assessment. Literacy support included as well as clear step by step instructions.

The case study knowledge for the period 1900 - present which looks at conscientious objectors and their treatment by the government and the public. Students should be able to give examples of CO treatment and explain government actions. The lesson also includes a 4 mark question which compares the crime of heresy and COs (support material and activities sets up the exam question).

A lesson on Henry VIII and the break from Rome. Students analyse a sketch from horrible Histories and note down the key reasons given for Henry’s break from Rome. They are then introduced to some sources which give an overview of the main factors that led to the break from Rome. Students discuss and record data during an active learning activity. They critique the sketch by writing a letter to Horrible Histories to explain how they could improve their TV series.

Easy to follow lesson. Students are introduced to evidence from historians that the Norman Conquest brought about huge change and upheaval in Britain. They test this theory out through a card sort, exchanging evidence, role play whilst recording continuity and change before responding to the historians claim and an exam question. Fully resourced and differentiated. Terms of Use: Purchase of this item entitles the purchaser the right to reproduce the pages for personal and classroom use only. Duplication for other classes, an entire school or for commercial use is strictly prohibited without written permission from the author. Minor editing is allowed but only for personal use. The document remains under copyright even when edited. Pasting this item in whole or part on the Internet in any form is strictly prohibited and a violation of the Digital Millennium Copyright Act (DMCA). Copyright 2017

This lesson looks at the main claimants to the throne after the death of Edward the Confessor. Students have to make a judgement as to who should be the rightful king. Lots of discussion and opportunities for questioning student’s decisions before writing up their findings in the form of a letter or a speech with a focus on literacy development. As always there are clear step by step instructions

A lesson that challenges students to analyse a range of sources in order to extract evidence linked to a set of given categories to help identify what living and working conditions were like during the period. Once they have identified these and their causes, they discuss the evidence to reach a judgment about the greatest problems faced, before writing up a report on what conditions were like and why they were so bad. The more able students are challenged to offer possible solutions to the problems that they have identified. As always there are clear instructions and differentiated activities to suit all abilities.

A lesson which looks at the many changes that took place in the years 1924-1929. Students work through a role play activity to determine the amount of change that took place in Weimar society. A clear instruction sheet is included as well as detailed, differentiated resources so that the task is completely student led. Once students have completed their role play response sheets there are a range of activities that they need to respond to, for example categorising the changes and ranking these. There are some follow-up activities which can lead to open-ended questioning and discussions to test knowledge before an extended response task is introduced so that students can write-up their findings. Literacy support is included. This lesson should ideally be taught as a double lesson.

EA decision-making lesson on whether the Munich Putsch was a success or a failure. The lessons starts by organising the students into groups. They have to draw a scene from the Putsch before swapping with a group member who has to annotate the illustration and then the combined effort to position the drawings into chronological order. The main task requires students to position events on a graph to determine the success of each outcome of the Putsch before writing up their judgement. A source based activity is also included as well as differentiated resources and literacy support.