We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
**What was it really like onboard the Titanic? **
Discover with this resource pack what it was really like onboard the Titanic.
The pack includes:
Reading Comprehension: a full article about the different areas, social classes, life before the voyage, life onboard the Titanic, social contrasts. The Reading Comprehension also includes a differentiated version for LPA students. There are double-sided PDFs and single-sided PDF of the article too.
Reading Task Worksheet: this accompanies the reading comprehension. Students read the article again and scans the text for information about each of the classes onboard the Titanic. There is a PDF and an editable Word version.
Voices from the Titanic: An Interview Across Classes. This task gets students to take on one of three characters who resided onboard the Titanic and complete a task together as a group (or individually). The fourth student becomes the journalist leading the interview.
Character Cards: as part of the interview, students receive a ‘Character Card’ to discover what their individual was all about:
John Astor IV: A first-class passenger and one of the wealthiest men aboard.
Lawrence Beesley: A second-class passenger and later an author of one of the most famous firsthand accounts of the sinking, “The Loss of the SS Titanic.”
Annie Kelly: A third-class passenger and an Irish immigrant.
THREE MASSIVE RESOURCES!
This Revision Bundle Covers the A-Level Sociology Unit of The Media.
Three lessons revising the knowledge and understanding (AO1. AO2 and AO3) of the Sociology of The Media Revision including 31 detailed slides. Each of the following topics will be revised in great depth: Topic 2: The relationship between ownership and control of the mass media; Topic 3: The mass media, globalisation and popular culture; Topic 4: The processes of selection and presentation of the content of the news.
Sets of approximately 40 FLASHCARDS which help students to revise key terminology for A-level Sociology The Media:
the relationship between ownership and control of the media
the media, globalisation and popular culture
new versus traditional media
Keywords and definitions such as:
Mass culture
The production of works of art and entertainment designed to appeal to a large audience
Collective intelligence
Shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making
This MASSIVE resource includes two flashcard packs: 7 A4 pages of keywords and definitions students can use to quiz to test each other or themselves.
The second resource includes 147 PAGES of Keywords and Definitions the teacher prints and spreads around the classroom. Students work in groups to match the correct keyword with the correct definition!
How did the American West change between 1835 to 1895?
This reading comprehension task is a great introcution to the GCSE History course of the American West. It provides a short, engaging overview divided into three mini ‘chapters’ of how the American West changed over time. Each ‘chapter’ also includes brief accounts from different Plains Indian accounts during the period.
It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource.
Resources included:
Reading Comprehension Word and PDF versions
Instructions and Peer Assessment slide with Correct Answers
Key knowledge covered:
The Early Settlement of the West 1835-1862
The Development of the Plains 1862-1876
Conflicts and Conquest 1876-1895
This reading comprehension task deal with the significant advancements in medical science that played a crucial role in improving the survival rates and post-war rehabilitation of wounded soldiers.
Medical Innovations and Advances during World War One - Medicine Through Time - British Sector - Paper 1
This task is linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource.
Resources included:
Reading Comprehension Word and PDF versions
Instructions and Peer Assessment slide with Correct Answers
Key knowledge covered:
the Thomas Splint
X-ray machines
Development of facemasks
Dr. Harvey Cushing and brain surgery
Advancements in World War I Medical Care: Pioneering Techniques in Wound Treatment
This reading comprehension task is written like an article, deals with ‘Pioneering Techniques in Wound Treatment, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource.
Resources included:
Reading Comprehension Word and PDF versions
HPA/MPA version
LPA Version
Instructions and Peer Assessment slide with Correct Answers
Key knowledge covered:
The Carrel‐Dakin method
The Thomas Splint
Mobile X‐ray Units
Petit Curies
Blood Transfusions and the Blood Bank at Cambrai
Advancements in Brain Surgery
Plastic Surgery
The impact of World War upon Surgery: The pioneering work of Harold Gillies
This reading comprehension task deal with ‘the impact of World War upon Surgery’ and the work of Harold Gillies, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate page), but it could also be used as homework, a lesson task or a cover resource.
Resources included:
Reading Comprehension Word and PDF versions
Instructions and Peer Assessment slide with Correct Answers
Key knowledge covered:
Gillies background
Plastic Surgery ward at Aldershot Hospital
Treatment of Wille Vicaragre and William M. Spreckley
Tubed pedicle
**Reading Comprehension - Homework - or Lesson Activity **
This task deal with ‘Medical Advancements during WWI’, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and suggested answers (on a separate document), but it could also be used as homework, lesson task, or cover resource.
Key knowledge covered:
Aseptic surgery
X-Rays
Blood Transfusions
The resources comes with the following files:
HPA/MPA version
LPA version
Suggested answers
This 60-minute lesson explores the most interesting inventors of the Industrial Revolution and challenges students to discover who they believe did the most for Britain. The lesson includes several engaging tasks as well as a final write-up of their research into a structured paragraph (PEEL). There is also an exemplar PEEL paragraph students can peer-assess!
Tasks and activities include:
- Research Task + Resources
- Writing Task + Scaffold
- Peer Assess Exemplar Paragraph
- Video clip + Questions & Answers
- Match-up task
Concepts and individuals appear: Crompton, Arkwright, Davy, Davy Safety Lamp, James Watt, Steam engine, converter, crompton's mule, water frame, Henry Cort, Bessemer, Newcomen and stephenson and MORE!
This 60-minute lessons gives students time to explore how Britain changed between 1750 to 1923 by challenging them to work through a series of engaging tasks. This could be used as the first lesson of a Unit on the Industrial Revolution or as part of an in-depth lesson on change and continuity.
- comparing how transport, how villages/towns and cities were powered, how people lived and more
- defining 'revolution' and elaborating on that definition with the help of a video clip
- a fact sheet and worksheet gives the class time to investigate how agriculture, medicine, hygiene and education changed
- source analysis of a painting
- map analysis comparing Manchester through time.
Try our other lessons on the Industrial Revolution:
https://www.tes.com/teaching-resource/-full-lesson-why-did-businesses-grow-1750-1900-industrial-revolution-ks3-11814720
This 60-minute lesson covers the growth of businesses and birth of towns during the Industrial Revolution. Students start by examining a piece of statistics on population growth which is supported by a list of questions to help guide their thinking. There are further activities in this lesson including:
- UPDATE: now with a peer-assessment task and Checklist!
- labelling task on how towns grow (excellent as homework and perfect for low attaining students as well as SEND). Challenge questions are included to stretch the middle and high prior attaining students.
- a video clip informs students about the impact of factories on towns and cities like Birmingham which is also supported a range of questions.
- Card sort and/or factor activity: students read a range of cards and have to decide which factor each belongs to;
- An extended writing task immediately follows the card sort/ factor activity.
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This 60-minute lesson gets students thinking about why soldiers continued fighting even though it was a sometimes harsh reality being on the front line. Students will reach a judgement on the most significant cause / consequence of events, they will be challenged to explain the interrelationship between causes. There is also an activity where students summarise why soldiers were willing to continue fighting. High challenge. Knowledge-Rich. Exciting!
Tasks:
- Analysing sources and linking those to Kitchener’s FOUR MAIN AIMS .
- Examine the main REASONS why soldiers continued fighting and develop an hypothesis why they did using a handout. A brief ranking task is follows.
- mind-map tasks using evidence.
This assembly deals with the theme of humility and focuses on 'Living a Humble Life'. This assembly works well for Key Stage 2, Key Stage 3 and KS4. The assembly can be delivered to smaller groups, individual forms or as a whole school assembly. The main emphasis of the theme deals with Jesus and the Woman by the Well, using an accompanying image with FULL SCRIPT which could be read 'as is' or adapted for the audience. The assembly ends with a brief video clip showing how simple actions can help in living a humble, kind, life.
If you find the assembly useful please rate us 5 stars! : )
This is an assembly which explores the theme of 'Humility' and focuses on the issues of showing humility in taking advice. This assembly works well for Key Stage 2, KS3 or KS4 (has been delivered to all!) and can also be used as Collective Worship - a prayer is included at the end. The assembly starts by exploring the story of Icarus and Daedalus with a FULL SCRIPT included. You will then raise the issues of humility in general and link to others trying hard to take advice (example is the infamous Kayne West with full notes in the notes section). You will then ask a series of questions to the group, class, form or whole school. These questions can either be delivered rhetorically or open to discussion.
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This is an A-level History revision tool as well as an activity to help A-Level students build AO1 knowledge about Political Development for the whole period of 1783-1885 - AQA Industrialisation and the People; Edexcel Britain, c1785–c1870: democracy, protest and reform. This 21-page REVISION resource also includes QUESTIONS + ANSWERS as well as a BLANK TEST. Students go through all the questions and answers for each ‘Section’. Then, with a study-buddy, test each other verbally. Students then take the written test, swap with their partner and peermark. There is also a timeline activity where students add all their SPECIFIC KNOWLEDGE and annotate! The test includes events and knowledge such as demographic setup of the House of Commons, the franchise, pocket borough, rotten borough, mince-pie administration, parliamentary reform, Pitt, Peel, Prime Minister Liverpool, Liberal Tory Government , Whigs, Liberal Party, Conservative Party, Reform Act of 1832 , Great Reform Act, Ladies of the Bedchamber incident. Specific questions such as 'Why did Peel win the 1841 election?', What other issues (aside from Corn Law repeal) had triggered the breakdown of the Tory Party? , Why did Robert Peel's Maynooth Grant proposal help destroy his political career.
This full 60-minute lesson (including a 10-mark exam question for homework) teaches students about globalisation and how far Mass Media impose western or American values and life-styles on the world. The lesson includes a booklet with a range of activities which students work through. This lesson also features provoking questions to prompt discussion, as well as video clips dealing with the hybridisation of Western culture in the Arab world. Key words and theories include: global culture, cultural homogenisation, cultural/media imperialism, hybridisation, hybrid culture, Flew (2002), Sklair (2012), Kellner (1995), Ritzer (2008), Fenton (1999), Compaine (2005), Tomlinson (1999).
This bundle provides four assemblies students will find engaging, stimulating and thought-provoking. The assembly bundle include themes such as conflict, failing, growth mindset, resilience, gratefulness, Britishness and British Values.
This is an extensive A-Level revision or lesson resource for Y13 or Y12 History studying Britain during the 1780-1880s. The resource provides specific information for the theme of ‘ECONOMY’ across the whole time period. Students use the booklet to revise or learn new knowledge. They can then test each other, followed by a written test of the information. The task could either be used across two lessons or if homework is set, one lesson consolidating the theme of economic development. Statistics, individuals, inventions and much more are included for example: industrial revolution, Cartwright, water frame, Samuel Crompton - the ‘Mule’, Hargreaves - Spinning Jenny, golden age of agriculture, impact of enclosures, Free Trade/Laissez-faire, development and impacts of the railway, Robert Stephenson, Isambard Kingdom Brunel, Great Exhibition.
This resource bundle focuses on the Media REPRESENTATION of MEN, WOMEN, AGE and DISABILITY. The resources promotes active learning and deep thinking and can be used to introduce new concepts and theories or REVISE them!
This 60-minute lesson explores how 'masculinity' is represented in the media. Students explore questions such as What are ‘typical’ portrayals? What is your definition of masculinity? How has perceptions of masculinity changed over time? Concepts are explored: hegemonic masculinity, ideological myths, metrosexuality, metrosexual male. Theories are discussed from Gauntlett (2008), Mort (1988), Edwards (1997), Whannel’s (2002) – Study on David Beckham and a brief analysis is undertaken of 'Iron John, A Book About Men' by Robert Bly, 1990. Engaging tasks accompany the slides.
This 60-minute A-Level Sociology lesson on ‘Media Violence’ starts with the story of Jamie Bulger and the relationship between film and reality. The Hypodermic Needle Theory is briefly introduced. A Think Pair Share task asks students to explore a ‘bigger picture’ question, before exploring theories that support views that media violence leads to violent behaviour eg Newson 1994, Morgan 1980 and Dworkin 1990. Two tasks then explore the contradictions about the effects of violence in the media. There are video clips in this lesson which are freely available online.
AQA The Media: the relationship between the media, their content and presentation, and audiences. The Slides reference pages found in Ken Browne’s A-Level Sociology.
