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The History Resources Hub

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(based on 89 reviews)

Hello, and welcome to my resource shop. I aim to create original resources for KS3, GCSE and AS/A2. I also aim to provide resources on the less obvious, mainstream topics and bring in elements of the LNF. I have 20 years experience as a History teacher, and 15 years as HoD. Have a look around and grab a bargain! 😄 Please leave an honest rating on any resources you may buy. 👍

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Hello, and welcome to my resource shop. I aim to create original resources for KS3, GCSE and AS/A2. I also aim to provide resources on the less obvious, mainstream topics and bring in elements of the LNF. I have 20 years experience as a History teacher, and 15 years as HoD. Have a look around and grab a bargain! 😄 Please leave an honest rating on any resources you may buy. 👍
Why was there a witch craze in the C16th and C17th?
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Why was there a witch craze in the C16th and C17th?

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A two lesson task looking at the various causes in the rise of the belief of witchcraft in C16th and C17th Britain. Starter tasks (e.g. bar graph) are aimed at developing aspects of Numeracy. Pupils consider to which category the various examples belong. They also conclude with their opinion of the three biggest factors that contributed to the craze. This is a reworking of my original resource.
Stalin's Economic Policies - A level pack
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Stalin's Economic Policies - A level pack

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A number of resources looking at the various causes and effects of Stalin's economic policies. Resources include collectivisation and FYP's. Revision activities and possible exam questions included.
American Foreign Policy, 1918-1998
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American Foreign Policy, 1918-1998

6 Resources
A number of resources looking at various phases of US foreign policy. Resources include: 1. Isolation, 1918-1940 2. Intervention , 1940-1945 3. Containment, 1945-1973 4. Détente, 1970s 5. USA and the Middle East, 1950s-1998
Henry VII Year7/8 resource bundle
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Henry VII Year7/8 resource bundle

3 Resources
A small bundle of resources I have created focussing on Henry VII. Topics covered are: 1. Why did Henry Tudor win the Battle of Bosworth? 2. What problems did Henry VII face, and how did he attempt to solve them? 3. Does Henry VII deserve a statue in the Marble Hall of Welsh heroes?
December 11th 1282: The mystery of Llywelyn ap Gruffydd's death
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December 11th 1282: The mystery of Llywelyn ap Gruffydd's death

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A follow up to another of my resources (Why did Wales and England do to war in 1276 and 1282?) A detailed resource to develop pupil skill in using evidence (focusing on utility and reliability). Pupils sift through 7 sources (primary, contemporary and secondary) to work out what really happened to Llywelyn on the day he died. Pupils then use their findings to write an account of what they think happened, and then refer to how reliable the sources they had were for the enquiry. A popular resource with my classes.
European History, c.1890-1939 - A level bundle
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European History, c.1890-1939 - A level bundle

4 Resources
A series of A level resources looking at: 1. Origins of WWI - militarism, alliances, imperialism, nationalism and Social Darwinism 2. The Paris Peace Conference 3. Post-War rivalry and reconciliation, 1918-1929 4. League of Nations 5. Origins of WWII - including the foreign policies of the dictators and appeasement.
American Foreign Policy, 1960s to 1979: DETENTE
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American Foreign Policy, 1960s to 1979: DETENTE

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Two simple resources covering various aspects linked to détente: 1. Détente with the USSR: reference to the various reasons behind détente (US and USSR perspective), what was achieved between the two Superpowers in the 1970s, and whether or not détente was a complete success. Specific exam type questions included. 2. Détente with China: reference to the various reasons behind détente (US and China perspective), what was achieved between the two countries in the 1970s, and whether or not détente was a complete success. Specific exam type questions included.
American Foreign Policy: 1950s-1981, Iran and a focus on the Hostage Crisis
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American Foreign Policy: 1950s-1981, Iran and a focus on the Hostage Crisis

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A simple resource looking at the US relationship with Iran between 1950s and 1981, with reference to: relationship with the Shah, the Iranian Revolution, attitude of the Ayatollah towards the USA, the events at the Embassy in Tehran, the 444 day hostage crisis, Iran-Iraq War and consequences. Possible exam questions included.
American Foreign Policy - Cuba, 1959-1962 and Vietnam, 1964-1973
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American Foreign Policy - Cuba, 1959-1962 and Vietnam, 1964-1973

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Two simple Cuban resources: 1. US-Cuban relations in the period 1959 to 1961: reference to Batista, the Cuban revolution, Castro's economic actions and the Bay of Pigs. 2. Cuban Missile Crisis: reference to U2s, options available to JFK, ultimate decision, options available to Khrushchev, outcome of the crisis, and eventual consequences (hotline, Turkish missiles etc.) Possible exam question looking at why Cuba was a turning point in US foreign policy included. Three simple Vietnam War resources: 1. Why did the USA get involved in Vietnam?: reference to domino theory, providing aid, events in the Gulf of Tonkin, the Tonkin Resolution and its consequences. 2. The War: reference to the Vietcong and US tactics. 3. Why did the USA lose?: reference to Vietnamisation, impact of war on US soldiers and society, protests etc. Possible exam questions included.
LNF - KS3 Reading Across the Curriculum
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LNF - KS3 Reading Across the Curriculum

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Three resources (one for Yrs7, 8 and 9) to aid teachers in assessing specific reading strands within the LNF. The documents have coloured boxes (easily removed when purchased) which refer to the following methodology: Year 7: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > assess the quality and reliability of information on web pages, considering its origins and verifying accuracy. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on screen and on paper, that are new to them, and understand the information in them and select the main points from texts. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > distinguish between facts, theories and opinions and evaluate the content, presentation and appeal of a text. Year 8: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > be selective about which internet sources to download or quote depending on their reliability and relevance . Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, understand the information in them and locate and selectively use additional information and evidence from different sources. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > identify different views of a topic and any areas of agreement and contradiction and evaluate texts in terms of quality and level of interest. Year 9: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > make full but selective use of the internet to update, broaden and deepen understanding of information, ideas and issues. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them, and follow up and use additional material in texts to extend understanding.
Who was the greatest Victorian? Design a commemmorative plate!
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Who was the greatest Victorian? Design a commemmorative plate!

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A two lesson activity (including homework): Pupils are to consider (from a list of 18) which individual was the greatest Victorian. They have to consider how their contributions and achievements impacted Victorian life and if their achievements still impact us today. The list of 18 Victorians covers politicians, activists, reformers, nurses, novelists, inventors, scientists, explorers etc. I may have included names you don't agree with, and may have omitted names you think should have been included (if so let me know in the comments). The end task is a creative (organisation and communication) task, whereby pupils have to design a commemorative plate for their chosen Victorian. They also have to write a brief biography, indicating the short-term and long-term impacts of their achievements. You'll need paper plates! Enjoy!
Paint a portrait for Elizabeth I
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Paint a portrait for Elizabeth I

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Paint a portrait of Elizabeth I. Examples of original paintings and their meanings found on the ppt. Success criteria for portrait and meaning/symbolism provided. Will you please the Queen? Or will it be a case of "off with your head"?
GCSE American Foreign Policy, 1918-1945
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GCSE American Foreign Policy, 1918-1945

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Resources covering the following: 1. Isolation: definition of isolation, reasons for going into isolation after WWI, and USA's attitude towards the League of Nations. Possible exam/assessment questions included. 2. USA and Japan: reasons why the USA grew concerned over Japan, reasons why Japan attacked Pearl Harbor, initial US reaction to the attack. 3. USA and WWII: the Pacific War (island hopping, Hiroshima and Nagasaki), the European War (Atlantic Charter, Operation Huskey, D-Day) and the Grand Alliance (brief reference to Tehran, Yalta and Potsdam).
1. Gerald of Wales: what did he have to say about Wales and the Welsh?
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1. Gerald of Wales: what did he have to say about Wales and the Welsh?

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A popular activity - pupils watch the hyperlinked video and answer the questions on the video sheet to learn about why Gerald went on a journey around Wales in 1188, and what he discovered about Wales and the Welsh during his journey. Categorisation (SPEAR) task to assess understanding followed by a literacy (Writing Accurately) task, based on strands within the LNF. Enjoy!
The Luddites and Captain Swing
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The Luddites and Captain Swing

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Two tasks: Task 1 - Reading and comprehension task on the Luddites and Captain Swing. Basic sorting activity, followed by a creative threatening letter writing task. Task 2 - Interpretations. Were the Luddites right to protest violently? Two historian opinions for pupils to tackle and consider the facts that may have influenced their opinions.