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25 years of experience as Assistnt Head; Head of Humanities and AST for history. Resources generally for KS3-KS5 history, some that can be used as English resources, and some politics/citizenship resources

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25 years of experience as Assistnt Head; Head of Humanities and AST for history. Resources generally for KS3-KS5 history, some that can be used as English resources, and some politics/citizenship resources
KEY STAGE 3 CIVIL RIGHTS UNIT OF WORK: LESSON 5 ROSA PARKS
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KEY STAGE 3 CIVIL RIGHTS UNIT OF WORK: LESSON 5 ROSA PARKS

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This is the fifth lesson of a key stage 3 unit of work based on the enquiry: Was Martin Luther King the most significant individual in winning the vote for black Americans in 1965? This lesson investigates the role of Rosa Parks. The lesson is fully resourced, and other lessons are available. Duration: 1 hour Whole enquiry: 12 lessons
KEY STAGE 3 CIVIL RIGHTS UNIT.  LESSONS 3 AND 4 IDA B. WELL AND LINDA BROWN
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KEY STAGE 3 CIVIL RIGHTS UNIT. LESSONS 3 AND 4 IDA B. WELL AND LINDA BROWN

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These are the third and fourth lessons of a key stage 3 unit of work based on the enquiry: Was Martin Luther King the most significant individual in winning the vote for black Americans in 1965? It sets the scene and introduces the enquiry. They consider the significance of Ida B. Wells and Linda Brown. The lessons are fully resourced, and other lessons are available. Duration: 2 hours Whole enquiry: 12 lessons
KEY STAGE 3 CIVIL RIGHTS UNIT OF WORK. LESSON 2 THE JIM CROW LAWS
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KEY STAGE 3 CIVIL RIGHTS UNIT OF WORK. LESSON 2 THE JIM CROW LAWS

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This is the second lesson of a key stage 3 unit of work based on the enquiry: Was Martin Luther King the most significant individual in winning the vote for black Americans in 1965? It is a source based lesson on the Jim Crow laws. It also looks at the American Civil War and the abolition of slavery. The lesson is fully resourced, and other lessons are available. Duration: 1 hour Whole enquiry: 12 lessons
KEY STAGE 3 CIVIL RIGHTS UNIT OF WORK.  LESSON 1INTRODUCTION AND AMERICAN CIVIL WAR
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KEY STAGE 3 CIVIL RIGHTS UNIT OF WORK. LESSON 1INTRODUCTION AND AMERICAN CIVIL WAR

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This is the first lesson of a key stage 3 unit of work based on the enquiry: Was Martin Luther King the most significant individual in winning the vote for black Americans in 1965? It sets the scene and introduces the enquiry. It also looks at the American Civil War and the abolition of slavery. The lesson is fully resourced, and other lessons are available. Duration: 1 hour Whole enquiry: 12 lessons
KEY STAGE 3 GEOGRAPHY END OF TERM FUN ACTIVITY
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KEY STAGE 3 GEOGRAPHY END OF TERM FUN ACTIVITY

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This resource is divided into 3 parts, and is aimed at a fun end of term activity for students or a homework to test their geography knowledge. They have to answer 30 questions relating to key stage 3 geography units They have to find the 30 answers in the word search grid They have to create a design warning about global warming There is also a bonus question. Duration: 1 hour
GCSE 9-1 MIGRANTS IN BRITAIN.  EXPERIENCES OF EUROPEAN MIGRANTS IN EARLY MODERN ENGLAND
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GCSE 9-1 MIGRANTS IN BRITAIN. EXPERIENCES OF EUROPEAN MIGRANTS IN EARLY MODERN ENGLAND

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This lesson is the fourth lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the experiences of migrants in the Early Modern Era, with a focus on the Huguenots and the Palatines. Students will comparethe experiences of the two groups of migrants. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour
HOLOCAUST MEMORIAL DAY ASSEMBLY
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HOLOCAUST MEMORIAL DAY ASSEMBLY

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This assembly has been created for Holocaust Memorial Day. It starts by putting into perspective the sheer number of people murdered in the genocide by focusing on the figure 6,000,000 in real terms. It then considers how intolerance; racism and prejudice escalates and eventually can lead to genocide - testimonies of survivors are used to capture this. Have we learnt from the Holocaust? No - map of genocides around the world since the Holocaust. The assembly then moves onto the theme of resistance - what happens when people don’t speak out - clip of Marin Niemoller’s poem. The assembly end with the discussion of what can happen when people do act resist with a focus on Oskar Schindler - last 5 minutes of Schindle’s list included so that students can reflect on how many lives can be saved when people bravely resist brutality. Duration: 30 minutes, but can be adapted if you don’t have this much time. Suitable for KS2 - KS5
GCSE 9-1 MIGRANTS IN BRITAIN BREADTH STUDY. CAUSES OF INDIAN AND AFRICAN MIGRATION IN EARLY MODERN
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GCSE 9-1 MIGRANTS IN BRITAIN BREADTH STUDY. CAUSES OF INDIAN AND AFRICAN MIGRATION IN EARLY MODERN

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This lesson is the first lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Indian and African migration. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour
GCSE 9-1 MIGRANTS IN BRITAIN. CAUSES OF JEWISH MIGRATION IN THE EARLY MODERN PERIOD
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GCSE 9-1 MIGRANTS IN BRITAIN. CAUSES OF JEWISH MIGRATION IN THE EARLY MODERN PERIOD

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This lesson is the second lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Jews. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour
GCSE 9-1 MIGRANTS IN BRITAIN .  CAUSES OF HUGUENOT AND PALATINE MIGRATION
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GCSE 9-1 MIGRANTS IN BRITAIN . CAUSES OF HUGUENOT AND PALATINE MIGRATION

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This lesson is the first lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Huguenots and Palatines. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour
A  LEVEL HISTORY.  CIVIL RIGHTS - WOMEN.  COMPLETE SECTION
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A LEVEL HISTORY. CIVIL RIGHTS - WOMEN. COMPLETE SECTION

10 Resources
This bundle contains 10 lessons needed to teach the ‘women and civil rights’ section on the Civil Rights unit for the A Level history course. There are 10 lessons, all carefully planned to extend student thinking and to meet the assessment objectives for success at A Level. The lessons are fully resourced. and although an approved textbook is desirable, it is not essential. Approximately 10 hours of teaching plus homework.
A LEVEL CIVIL RIGHTS LESSON 10. TO WHAT EXTENT WAS FEMINISM A SUCCESS
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A LEVEL CIVIL RIGHTS LESSON 10. TO WHAT EXTENT WAS FEMINISM A SUCCESS

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This is the TENTH lesson of the A Level Civil Rights Unit on women. It allows an overall evaluation on the success of feminism in the period, and concludes the unit. It contains varied activities/examination practice to support maximising success at GCSE. An A Level textbook is ideal, however not a necessity. Duration: 1 hour plus homework.