L3 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the features, location and development of Sheffield Manor Lodge and why this was a good place to detain Mary, Queen of Scots. This should take a double lesson. The lesson begins with a starter exploring options on what to do with Mary AFTER the failed Northern rebellion. A video then explores Sheffield Manor Lodge focusing on strengths and weaknesses as a defensive base, alongside information about Mary. Students are then introduced to George Talbot and what the benefits/negatives would be of being responsible for Mary. The lesson then moves on to a carousel data capture focusing on the strengths of Sheffield Manor Lodge as a place of detention with a focus on location, features/facilities, George Talbot and limitations. Students then use their A3 table to create an estate agent profile on Sheffield Manor Lodge, finally answering a question explaining why Sheffield Manor Lodge was a good place to detain Mary. Finally, a recap plenary reviews the previous 3 lessons.

L2 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the Northern Rebellion and how this developed the ‘issue’ of Mary, Queen of Scots. The lesson begins with a recap on knowledge of the Northern rebellion using imagery, moving on to a summary video from which students note down the causes, events and impact of the rebellion. Students then highlight the hand out and choose (reduction) the 3 key points regarding the causes, key individuals, events, impact and role of Mary, Queen of Scots. Students then explore the pros and cons of the 4 strategies in dealing with Mary after the Northern Rebellion. The lesson concludes with a recap of the previous lesson’s plenary of the introduction to Sheffield Manor Lodge, with students exploring why it might be a good place to imprison Mary AFTER the Northern Rebellion.

Lesson 5 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins with a recap of the religious settlement and how Catholics and Protestants would have been pleased. Students then explore a source showing the impact the church had on people, before using a handout to review the role of the church in daily life an din enforcing the religious settlement. Students then create a perfect paragraph for the 12-mark explain question using the suggested pointers, leading to a plenary review of the role of the church and the part in played in maintaining religious order.

Revision booklet for America 1920-73 - part 2: Depression and the New Deal The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Lesson 9 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the rebellion of the northern earls in 1569. The lesson begins with a recap of previous knowledge off the rebellion, leading to a video which introduces the causes, events and consequences. Students then use the information sheet to choose the three key points on: Causes, individuals, religious reasons, political reasons, events and significance. Students then practice a perfect paragraph on a 12-mark explain question (Explain why Catholic threats to Elizabeth increased after 1566), finishing with a plenary linked to ‘what to do with Mary, Queen of Scots’ after the rebellion (links to next lesson).

Lesson 10 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how three key plots changed how Catholics were treated in England. The lesson begins with a silent debate exploring the impact of the excommunication and the significance of this. Students then explore one of the plots (Ridolfi, Throckmorton or Babington) and create a symbol poster, moving on to teaching two other small groups and making notes on all three plots. This is then linked to a ‘describe two features’ answer which is peer-assessed. Students then explore two contrasting interpretations of Elizabeth’s treatment of Catholics, assessing which they agree with most, leading to a summary of the changing laws LINKED to the specific plots which influenced them. The lesson culminates in a summary of the successes and failures of Elizabeth in dealing with these Catholic threats.

Lesson 11 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the execution of Mary, Queen of Scots and the impact on Elizabeth, linking to a 16-mark essay plan which allows a review of the previous 6 lessons. The lesson starts with a video recapping the threat of Mary, leading to a review of the 4 plots she was implicated in with students assessing how far she was involved. Students then explore the importance of Walsingham’s spy network and explain the significance of Mary’s execution for Elizabeth. Students then debate whether Elizabeth should have ordered the execution. Students then explore how to structure the 16-mark essay and explore the assessment criteria. Students then complete the essay plan for: ‘The Revolt of the Northern Earls was the most significant challenge to Elizabeth’s rule in the years 1569–86.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • the Earl of Northumberland • Babington’s execution (1586) You must also use information of your own. Finally, a judgement line plenary ends the lesson allowing students to decide if Mary’s execution solved the issue over succession/religion for Elizabeth.

Lesson 22 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the increase in exploration in Elizabethan England. The lesson begins with an image starter, asking students to guess why exploration was significant, leading to a video which introduces the benefits of exploration for Elizabethan England. Students then explain the significance of each factor in encouraging exploration, leading to a judgement on the most significant factor. This information is then used in a self/peer-assessed describe question. Finally, students assess the benefits of exploration, finishing the lesson with a recap plenary.

Lesson 23 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for and significance of Drake’s circumnavigation of the Globe. The lesson starts with a review of existing knowledge of Drake, leading to a video which introduces the slave trade as reason for exploration. Students then use the information to explain what Drake’s motivations were, exploring the relative significance of these. Students then complete a carousel activity exploring the differing impacts of Drake’s circumnavigation, leading to a group discussion of which was the most significant. The lesson culminates in a post-it note plenary exploring which result each student feels was the most significant.

This lesson explores the US withdrawal and eventual fall of Saigon in 1975. The lesson begins with a discussion task on what all sides would want to achieve from the peace settlement, leading to a video and handout summarising the key points agreed. Students then assess who gained the most from the agreement, justifying their choice. Students then use a video to examine how Saigon fell, leading to the creation of a spider diagram and justification of the most significant factors. Finally, students explore interpretations of the fall of Saigon, reaching a judgement on the one they most agree with.

This lesson explores the role of the Domino Theory in causing the US intervention in the Vietnam War. The lesson begins with a retrieval starter, moving on to a video which introduces the fears of the Domino Theory. Students then use an information sheet to synthesise the Domino Theory using only 20 words and imagery. Knowledge is then applied to a 4-mark source question mirroring the exam paper, which can be written up in class and peer/self-assessed. Finally, a judgement plenary explores what Eisenhower was the most worried about in relation to the Domino Theory.

This lesson explores why the Korean War was significant in the short and long term. A bingo plenary allows a recap of the key knowledge of the topic, moving into a video asking students to consider how the government would view the war in contrast to the US public. Students then use the handout to complete the Venn diagram, assessing the impact of the war in terms of human cost, the cold war and weapons build up. A post-it note plenary allows an assessment of what students consider the most signifcant impact of the war.

The final lesson in the sequence on the Korean War assesses how much each side gained/lost and applies knowledge to a 16-mark essay question. The lesson begins with a knowledge recap of the causes, cost and impact of the Korean War. Students then assess how much each nation gained and lost, exploring how far each achieved their aims. Students then apply their knowledge to a 16-mark essay question: ‘The main result of the war in Korea, 1950–1953, was that Communist forces had been removed from South Korea.’ How far do you agree with this statement? - completing the essay plan. A model answer is also included. Finally, students review their learning with a ‘trio’ discussion plenary.

Revision materials allowing for a knowledge review of the Korean War

This lesson explores how the war ended in a stalemate and what factors led to peace. The lesson begins with a recap of the causes, events and ending of the war using a video. Students then explore the factors that led to the war becoming a stalemate. Students then watch a brief video outlining the peace treaty, whilst considering WHY a peace treaty occured in 1953. Students then explore the different factors that led to the treaty, alongside the four main agreements made. As a plenary, students begin to consider which nation gained the most from the Korean War.