The English Civil War The aim of this lesson is to decide why an audacious plot was hatched against James 1 and why might the plotters themselves be framed by the Government itself. This lesson is therefore split into two. The first half examines the men and their roles in the infamous plot to blow up the King in 1605. Students are introduced through talking heads to Guy Fawkes and King James. They also study sources from the time, including Robert Cecil’s account of the plot and analyse the words trying to make inferences between fact and fiction. A model answer is provided to aid their analytical skills. Furthermore they will evaluate the causes and consequences of the plot and its significance today. The second part of the lesson will require the interpretation of a number of sources to decide if the plotters were actually framed by Cecil and the government who allegedly knew about the plot all along and actively encouraged it. Students have to decide for themselves before reaching a judgement using key words to aid them. This is excellent groundwork for source analysis they will later tackle at GCSE. The plenary is to talk like an historian answering key questions using information from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Britain: Power and the People, c.1170 to the present day This 33 page Revision Guide is broken down into four sections: challenging authority and feudalism, challenging royal authority, reform and reformers and equality and rights. The Guide starts by explaining the 4 questions types asked in the exam and gives suggestions and tips on the easiest way to tackle these. The Revision Guide gives over 20 typical exam questions asked on each topic (from significance, to how useful, to similarities and differences to factors) and how to put these questions into practise with model answers. This Guide has been designed to be engaging, detailed and easy to follow and can be adapted and changed to suit with PDF and Word formats supplied. This Guide can be used for revision, interleaving, within the classroom as well for homework purposes. Any reviews on this resource would be much appreciated.

World War I The aim of this lesson is to understand why building trenches led to a static war of attrition. It focuses on some key questions: Why did they build trenches in the first place? Why were the trenches built in zig zags? Why were there lines of trenches behind the front ones and how did they use the barbed wire and sandbags? Through video footage and visual aids, students build up a picture of what a trench looked like, the equipment a soldier would have to carry to build them and the advantages and disadvantages of protecting themselves in a trench. Key knowledge Bingo for the plenary will test students understanding of the lesson. The lesson is enquiry based with a key question of ‘How frightening was the First World War?’ using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

World War I The aim of this lesson is to question the integrity of Field Marshal Douglas Haig, one of the most controversial figures of the war. Does Field Marshal Douglas Haig deserve the nickname of ‘The Butcher of the Somme’? Students are given the context of the ‘Lions led by Donkeys’ argument and are then led through a journey of audio, video, and source evidence from which they have to make a judgement at the end if he deserves his nickname. They will also recognise and analyse how views about Haig have hardened and then softened over time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

The Tudors This is the first in a series of lessons I have created on the Tudors. This lesson is broken down into two parts. The first part describes and explains the events surrounding the Wars of the Roses. Students learn about the Kings involved and the battles fought through fun tasks, video evidence and role play of which they have to make choices on the victors. With this new found knowledge they have to explain what they have learnt through a ‘talk like an historian’ quiz. The second part of the lesson focuses on the previous Tudor perceptions of Richard III. Was he really a deceitful and cunning person, ‘a lump of foul deformity’ with a hunchback according to Shakespeare, More and Virgil? Archaeological evidence from King Richard’s remains is analysed by the students to prove or disprove some of these popular ‘misconceptions’ about his posture and character. Students are then challenged to write to the current Education Secretary to make sure correct history lessons are now taught about Richard III in secondary schools. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. This lesson is fully resourced includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of eleven lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The eleven lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This lesson aims to explain how Elizabeth approached the sensitive subject of religion in a calm and pragmatic fashion. The first part of the lesson concentrates on the differences between Protestants and Catholics and why Elizabeth should take a different perspective on religion compared to her predecessors. The second part of the lesson describes and explains the Elizabethan Settlement using a text mapping activity before students answer a GCSE question on the significance of the Settlement in the context of her reign. The lesson is also linked to video footage from the film Elizabeth. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change. Any reviews will be greatly appreciated

AQA GCSE 9-1 Elizabethan England, 1568-1603 The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. I devised this lesson not long into teaching my Year 11 groups about Elizabeth, as they soon became confused with all the advisors, favourites and ‘Roberts’ in her life. This lesson attempts to clarify and simplify the role of these men and why she needed them. This is an independent research task as the students find out key information and record it on a grid. The ‘significance’ question in the exam is also addressed as they evaluate their importance to Elizabeth. The plenaries at the end of the lesson include canalysing a video clip as well as testing their knowledge and challenging their thinking skills. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

American Civil Rights This lesson questions how far the African American community in America has come since the Civil Rights Act of 1964. The lesson starts with focusing on the inspirational actions of two American athletes during the Mexico Olympics of 1968. The students are questioned on the symbolic nature of their protest and how their message had far reaching implications. Seven case studies are investigated by the students from the achievements of Michael Johnson and Barak Obama to the tragic incidents surrounding Rodney King, James Byrd and George Floyd. There is much accompanying video footage as well as differentiated tasks to enable students to make a judgement at the end. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

This lesson firstly analyses the friendship and the personalities of King Henry II and Thomas Becket. What were their similarities and differences and why did they become enemies? Students evaluate the reasons why they became bitter rivals and why a power struggle developed between them The second part of the lesson asks who was to blame for the murder of Becket? Was it Becket, the King or the knights to blame? Students analyse the evidence and come to their own conclusions in a narrative account of the events, using sequencing and sentence starters if required. They begin to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

American Civil RIghts This lesson aims to explain how black people in America voiced their protests against their lack of Civil Rights in the 1950s and early 1960’s. Students are introduced to the various forms of protest they used which they have to research and ultimately decide how effective each form of protest was, from music to sits ins, to marches and changing the law for example. There are quite a few links to video footage at the time to reinforce the learning. Students use the key words at the end of the lesson to summarise their new found knowledge. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

American Civil RIghts The events and actions surrounding the Little Rock Nine are now infamous in history. This lesson gives the background to the beginning of the desegregation of American Schools with the Brown vs Board of Education case of 1954. Yet Orval Faubus, the Governor of Arkansas found this difficult to accept and unleased a tidal wave of protest from his actions in Little Rock, shown in this lesson through video footage and images from the time. The students are given the context to the events of 1957 and have to decide what is being shouted at Elizbeth Eckford before they predict the actions of Eisenhower. Ultimately they have to evaluate the impact of the Little Rock Nine and how they influenced American society today. They are required to justify their opinions at the end with scaffolding given if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change

American Civil Rights I have always been fascinated by the contribution Martin Luther King made to the Civil Rights Movement and his leadership which was inspired by Gandhi to promote non-violent struggle. This lesson focuses on five main events in his life, from his speeches and letters, to his marches and boycotts. Students are given information about each of them and they have to evaluate their significance and make a judgement in numerical form. Students then conclude their findings and present them to the class. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

American Civil RIghts This lesson analyses and evaluates the part Rosa Parks played in the Civil Rights Movement. Modest to the end, her one action inspired a generation and she is still talked about with reverence in American society today. (NB - Oprah Winfrey’s Golden Globe speech on 7th January, 2018.) Students learn about Rosa Park’s background and events leading up to her refusal to move seats on a bus, brilliantly shown through some video footage as well as documentary evidence. The learning tasks and the accompanying resources are differentiated to suit all abilities as students reflect and evaluate her most important significance to American society today. Students also have the opportunity to use a bus to show in the windows the problems she faced (at the front and in the doorway) and what she achieved (in the back windows). The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

Elizabethan England 1568-1603 This Revision Guide is aimed to help students prepare fully for their GCSE exam in this unit of study Within this 45 page Revision Guide, there are 18 GCSE exam questions and guidance of how to answer them throughout. At the start of the Guide, there are tips on how the students can access the four main questions and advice on how to put this into practice with model answers given from the exam board. There are also eight new pages in the Guide dedicated to the 2024 Environmental Study, Americas and Drake's Circumnaviation with a focus on knowledge and understanding and second order concepts. Six possible exam questions have been included which AQA could ask focusing on the main themes from the AQA guidance given. This Guide has been designed to be engaging, detailed, easy to follow and allows the students to access the higher grades in the examination. It comes in PDF and Word format and can be adapted and changed to suit. Any reviews on this resource would be much appreciated.

Rise of the Dictators This lesson aims to challenge preconceptions and assumptions that Hitler was a monster from birth, determined to commit mass murder and genocide. Growing up with his parents, his schooling, his move to Vienna and his life as a soldier are scrutinised as students have many opportunities to make judgements which are ultimately challenged at the end. The lesson starts with finding out what the students know about Germany after World War 1 and which statements Hitler could have said or supported during his life. The lesson includes a lot of visual evidence (such as Hitler’s propaganda posters) and well as video evidence of his life as a young boy. There is a differentiated research activity in which there is a chance for students to conduct their own independent investigations before reporting their final conclusions to the class. This lesson would also be ideal for a non specialist or as preparation for GCSE if you are embedding source skills, teaching the interwar years or World War 2 at Key Stage 4. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 Britain: Health and the People c1000 to present The aim of this lesson is to make the factor question (4) more accessible to students. A question that we think is an easy one for them to answer in fact causes the students the most difficulty. I find students begin to panic and forget everything they have learnt over the course; many answers become scrambled into meaningless waffle or into a few sentences on some individual stories. Sadly I begin ask myself where are all the individuals we have learnt about over the whole unit of work and their breakthroughs and impact on medicine? This lesson can be delivered over two as there is quite a lot of information to get through. A ‘model’ answer is given to them, only for it to be dissected and the ‘waffle’ identified and highlighted. Some key assessment tips and advice from the exam board to their markers is shared to show students how to create a model answer reaching the higher boundary grades. Students can be properly assessed using recent specimen questions which come complete with an up to date mark scheme from the exam board and my own student friendly mark scheme to peer or self assess in class, where they are shown how they can improve. Further activities include revision on how to categorise the factors and topics which could possible come up in forthcoming exams. It is inevitable that this question will undoubtedly become more demanding and specific as the course embeds itself. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

This is a fun, entertaining as well as a challenging lesson, designed to question and evaluate the causes of the Great Fire of London in the summer of 1666. The hook is Samuel Pepys; why did he bury his cheese and why did he bury it alongside items that were surely more valuable? The lesson comes complete with differentiated resources as students have to plot the causes and consequences of the fire on a visual display using logs,flames and smoke. Notes have been put on each slide on how to deliver the activities and answers to some of the questions posed as well as suggested teaching strategies. This lesson is active, exciting and engaging and would also suit a non specialist. It is aimed at key stage 3, but can be delivered to key stage 2 pupils also. The lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lessons are fully adaptable in PowerPoint format and can be changed to suit.

This resource (in booklet form) sets out the OCR Medicine unit, The people’s health, c.1250 to the present day in two sides of A4. This is ideal for the student who wants a quick recap before the exam as it includes all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything they have been taught! This resource can also be used for interleaving and homework. This resource is editable and can be changed to suit. If you like this resource, please check out my Summary Revision Guide for Conflict and Cooperation at : https://www.tes.com/teaching-resource/ocr-gcse-9-1-conflict-and-cooperation-1918-1939-summary-revision-guide-11769163

Elizabethan England 1568-1603 This is a Summary Revision Guide tailored to the AQA GCSE 9-1 Elizabethan England 1568-1603 unit. It has also been revised to include the historic environment question for 2024 for the Americas and Drake’s Circumnavigation, with an emphasis on location, function and structure, people connected, design and important events connected to it. The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it sets out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out when the students claim they have forgotten everything they have been taught! I have included both PDF and Word formats so the resource can be edited and changed to suit.

This is a summary revision guide tailored to the OCR Conflict and Cooperation 1918-1939 unit for GCSE (International Relations: The Changing International order 1918-2001). The resource is in booklet form and is ideal for the student who wants a quick recap before the exam as it set out all the main details in bullet form. It is also extremely useful and cheap for printing and giving out to the students who can also use it for interleaving and homework. The resource is editable and can be changed to suit with PDF and Word formats included. Any reviews of this resource would be extremely welcome.