Welcome to RA Resources. I have an extended range of fully resourced, high quality History lessons for KS2, KS3 and GCSE aimed at schools, tutors and home learning. Having taught History abroad and then in Cornwall for 20 years, these lessons reflect my creativity and teaching experience.
Please feel free to email me with any enquiries about the resources on offer. You can keep up to date with my latest published lessons using the Facebook link in my shop.
Welcome to RA Resources. I have an extended range of fully resourced, high quality History lessons for KS2, KS3 and GCSE aimed at schools, tutors and home learning. Having taught History abroad and then in Cornwall for 20 years, these lessons reflect my creativity and teaching experience.
Please feel free to email me with any enquiries about the resources on offer. You can keep up to date with my latest published lessons using the Facebook link in my shop.
**In this lesson, students will focus their study on the conditions of the Middle Passage of the Transatlantic Slave Trade. The lesson provides facts, visual and written sources to help students understand the Middle Passage. **
There are also optional tasks relating to the 1977 TV series Roots as well as a further online activity based on the BBC Bitesize website about the Slave Trade. This is a fully resourced lesson which includes printable fact sheets and worksheets as well as engaging background information, warm up tasks and learning reviews.
Please note that I am not able to provide any links to the TV series Roots but this is easily available on most streaming services as well as on DVD.
The lesson includes the following:
Slide 1: Title slide – The Conditions on the Middle Passage
Slide 2: The purpose and aims of the lesson.
Slide 3: Recap Activity: Match the stage of the slave trade to the number on the slave trade map
Slide 4: Recap Activity answers
Slide 5: Starter Task – How could we find out about the Middle Passage?
Slide 6: Recap Activity 2 – Use the 8 images on the slide to discuss how the slave trade worked.
Slide 7: Visual Source Analysis of The Brooks slave ship – source inference
Slide 8: Visual Source Analysis of The Brooks slave ship - source usefulness
Slide 9: Visual Source Analysis of The Brooks slave ship – printable worksheet
Slide 10: Main Task - instructions
Slide 11: Main Task – sources about the Middle Passage printable information sheet
Slide 12: Main Task – Table printout for students
Slide 13: The origins of the TV series Roots – background information
Slide 14: The origins of the TV series Roots – background information
Slide 15: Think & discuss question about the usefulness of Roots as evidence
Slide 16: Roots table task
Slide 17: Assessing the usefulness of the TV series Roots
Slide 18: Online Activity & Research – BBC Bitesize
Slide 19: Printout of the question sheet needed for the BBC Bitesize task
Slide 20: Middle Passage Creative Task options
Slide 21: Follow Up Challenge Questions
Slide 22: Learning Review Activity
I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**The aim of this lesson is to use a wide range of written and visual historical sources to help introduce the topic of the Transatlantic Slave Trade to students. Students will use these sources to help them infer information about the slave trade and build upon their source analysis skills. **
As always, this lesson includes a number of printable resources, engaging activities and information.
The lesson includes the following:
Slide 1: Title slide
Slide 2: The purpose and aims of the lesson.
Slide 3: Warm Up – What do we mean by the term ‘Transatlantic Slave Trade’?
Slide 4: Activity 1 – Instructions – how to ‘infer’ information from sources.
Slide 5: Activity 2 – Practice whole class inference instructions
Slide 6: Activity 2 – Practice whole class inference possible answers
Slide 7: Printable answer sheet/table
Slide 8 - 14 : Written and visual source printouts
Slide 15: Follow Up & Challenge Questions
Slide 16: Learning Review Activities
I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**In this lesson, students will be able to use factual information as well as the views from historians and historical sources to help them form their own opinion to the question – is the British Empire something we should be proud or ashamed of? **
As always, the lesson is fully resourced and contains a number of printable resources, engaging activities and information.
The lesson presumes that students already have a knowledge of what the British empire was although this is quickly recapped at the start of the lesson.
The lesson includes the following:
Slide 1: Title slide
Slide 2: Lesson learning aims and progress
Slide 3: Recapping the British Empire – includes a British Empire map and discussion questions
Slide 4: Starter Discussion based on an old Indian saying about the British in India.
Slide 5: Source analysis activity 1
Slide 6: Source analysis activity 2
Slide 7: Source analysis activity 3
Slide 8: Printable worksheet/question sheet based on the sources used in the previous slides
Slide 9: The two historical interpretations about the British empire
Slide 10: Activity 1 – How have attitudes to the British empire changed in recent years?
Slide 11: Activity 2 – Documentary clips about the legacy of the British Empire
Slide 12: Activity 3 - Instructions
Slide 13: Activity 3 - printable information sheet which includes sources and interpretations about the British empire.
Slide 14: Activity 4 – What is your opinion?
Slide 15: Activity 5 – Based on a higher level question about the difference in two historical interpretations.
Slide 16: Printable worksheet based on the two interpretations about the British Empire
Slide 17: Learning Review discussion.
I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**In this lesson, students will be able to define what the British Empire was and then explain why the British Empire expanded in the years c.1700-c.1900. **
As always, the lesson includes a wide range of activities, printable resources and engaging background knowledge to help students explain the growth of the British Empire.
The lesson includes the following:
Slide 1: Title slide
Slide 2: Lesson learning aims and progress
Slide 3: Lesson Warm Up – The definition of the term ‘Empire’
Slide 4: Starter Task – The British Empire by c.1900 – identify part of the British empire using the map
Slide 5: Background information – The growth of the British Empire.
Slide 6: Think & discuss question based on the phrase ‘ An empire one which the sun never sets’.
Slide 7: Activity 1 – Discussion and diagram based on the advantages Britain would gain having an empire.
Slide 8: Activity 2 – Match the historical interpretation about the British Empire to the reason for its growth
Slide 9: Activity 2 printable resource
Slide 10: Activity 2 answers
Slide 11: Three useful documentary clips about the growth of the British empire
Slide 12: Activity 3 - instructions
Slide 13: Activity 3 - printable worksheet (older/higher ability)
Slide 14: Activity 3 - printable worksheet (younger/lower ability)
Slide 15: Activity 4 - printable question sheet
Slide 16: Activity 5 – Extended historical writing task
Slide 17: Activity 5 – Model PEE paragraph
Slide 18: Challenge questions
Slide 19: Learning Review Quiz with answers
I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
UPDATED & READY FOR THE 2025 exams!
This resource takes into account the latest amendments to Edexcel GCSE History question paper formatting, timing and question types.
This 20-slide presentation takes students on a step-by-step guide through the Paper 3 Period Study exam for the USA: Home & Abroad and provides them with:
Example questions
Question walkthroughs
Advice about exam technique
Mark scheme reminders
Model answers
All past exam questions (2016-2023)
Slide 1: Introduction title slide
Slide 2: An overview of the Paper 3 USA: Home & Abroad question types
Slide 3-5: An outline of the ‘What can you infer’ source-based question type.
Slide 6-8: An outline of the ‘Explain why’ question type.
Slide 9-11: An outline of the ‘How useful’ source-based question type.
Slide 12-16: An outline of the two 4-mark interpretation questions.
Slide 17-19: An outline of the final 20 mark ‘How far do you agree with the interpretation’ question.
Slide 20: All past paper questions from 2016 Samples to 2023.
Buyers of this resource have often used it as part of a walkthrough for their students before the exam, as an introduction to the topic or as a way to remind students of the exam techniques as they practice their skills.
Please be aware that any images used in this resource are copyright free. Others which require attribution have been attributed in the notes section of each slide. If you feel any errors have been made with this, please email me in the first instance at raschoolresources@gmail.com
In this lesson, students will discover what living conditions were like in Britain’s new industrial towns and specifically examine the increase in illness and disease. Particular attention is paid to the creation of terraced housing, the growth of slum areas, back-to-back housing and the pollution and waste created by such extreme overcrowding in the working class parts of towns.
The lesson includes the following:
Slide 1: Title slide
Slide 2: Lesson learning aims and progress
Slide 3: Lesson Warm Up – Class discussion about how students would describe ‘typical’ housing and accommodation today.
Slide 4: Lesson Warm Up II – Fill in the missing facts about the growth of towns in the Industrial Revolution
Slide 5: Missing terms from the warm-up revealed.
Slide 6: Starter Task: Students view a diagram of typical terraced and back-to-back housing and use this to discuss what housing conditions were like and how this led to ill-health and disease.
Slide 7: Source Analysis – An illustration of slum housing with prompt questions
Slide 8: Source Analysis – Printable GCSE style question sheet
Slide 9: Background Information – The growth of industrial towns
Slide 10: Background Information – Overcrowded terraced housing
Slide 11: Printable fact sheet
Slide 12: Activity 1 – Printable worksheet
Slide 13: Activity 2 – Creative historical writing task with full instructions
Slide 14: Activity 3 – Extended historical writing task with structure ideas
Slide 15: Follow Up Challenge Questions
Slide 16: Learning Review Crossword with answers revealed
Slide 17: Printable version of the learning review crossword
I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
This bundle of lessons contains all of my lessons covering the reign of the Stuart monarchy in Britain.
Carefully read the list below so you are fully aware of the lessons you are purchasing in this bundle:
Lesson 1: An introduction to the Stuart monarchs & events timeline.
Lesson 2: The reign and personality of King James I.
Lesson 3: The causes, events and consequences of the Gunpowder Plot, 1605.
Lesson 4: Was Oliver Cromwell a ‘hero’ or ‘monster’?
Lesson 5: What happened to Oliver Cromwell’s head?
Lesson 6: The causes of the English Civil War
Lesson 7: The belief in Witchcraft in the 1600s.
Lesson 8: The significance of Matthew Hopkins.
Lesson 9: Charles II - The ‘Merry Monarch’.
Lesson 10: The causes, events and consequences of the Great Fire of London
Lesson 11: The impact and events of the Great Plague.
Lesson 12: The Age of Discovery & Scientific Revolution.
Lesson 13: The Glorious Revolution - William and Mary
As always, positive feedback will be warmly welcomed.
This is the full collection of all of my lessons about the life and reign of Queen Elizabeth I specifically aimed at KS3 and fully adaptable for KS2 & KS4.
Please read the list of lessons below carefully so you are fully aware of the resources you are buying.
Lesson 1: The strengths and weaknesses of Elizabeth I.
Lesson 2: Princess Elizabeth’s early life and education.
Lesson 3: the challenges faced by Elizabeth I in 1558.
Lesson 4: The importance of portraits to Queen Elizabeth I
Lesson 5: Queen Elizabeth I’s Religious Settlement.
Lesson 6: Queen Elizabeth’s execution of Mary, Queen of Scots
Lesson 7: The causes of the invasion of the Spanish Armada
Lesson 8: The events of the invasion of the Spanish Armada
Lesson 9: Explaining the defeat of the Spanish Armada
Lesson 10: Causes of the Elizabethan ‘Age of Exploration’.
This bundle contains all of my lessons covering the period of the Norman Conquest and Medieval Society and would make a great scheme of learning.
Please read the list of lessons below so you are fully aware of the lessons you will be purchasing:
Lesson 1: Who should be king after the death of Edward the Confessor?
Lesson 2: The events which led to the Battle of Hastings
Lesson 3: William’s problems and challenges after the Battle of Hastings
Lesson 4: William’s Harrying of the North
Lesson 5: The Domesday Book
Lesson 6: The Feudal System
Lesson 7: Locating a Medieval Motte & Bailey castle
Lesson 8: How did life change during the Norman Conquest
Lesson 9: The importance of the Church and religion in Medieval society
Lesson 10: Why did people go on a Medieval crusade?
Lesson 11: The importance and impact of the Medieval crusades
Lesson 12: The key events and individuals involved in the Medieval crusades
Lesson 13: The murder of Thomas Becket
Lesson 14: Health in Medieval England
Lesson 15: The Black Death Source Investigation
Lesson 16: The Black Death - Prevention, cures and treatments
Lesson 17: The consequences of the Black Death
Lesson 18: How did Medieval Kings die?
Lesson 19: How far did Medieval Society change?
Lesson 20: The life and roles in a Medieval castle
**In this lesson, students will be able to learn about the arguments which were used during the 1800s to support and argue against reforms to improve working conditions in the mines, mills and factories of the Industrial Revolution. **
In addition, students will then learn how some of the reforms set out to help workers.
The lesson includes the following:
Slide 1: Title slide
Slide 2: Lesson learning aims and progress
Slide 3: Lesson Warm Up – Class discussion about how laws today make sure people are safe and looked after in their workplace.
Slide 4: Source Inference Task
Slide 5: Source Inference Task 2
Slide 6: Think & Discuss – What are ‘Reforms’? How does Parliament create new laws?
Slide 7: Think & Discuss – Arguments for and Against the reform of working conditions during the Industrial Revolution
Slide 8: Background information – The public reaction and outrage at finding out about working conditions
Slide 9: Background Information – Who were the ‘Reformers’ and what did they call for?
Slide 10: Activity 1 – What would the Reformers want to do to help improve working conditions?
Slide 11: Activity 1 – An alternative way to think about what the reformers would want to do to help improve working conditions
Slide 12: Activity 2 – Students given a choice of written or creative tasks linked to their learning so far.
Slide 13: Activity 3 – Organise the facts about the reforms worksheet instructions
Slide 14: Printable worksheet
Slide 15: Organise the facts answer sheet
Slide 16: Follow Up Challenge tasks and questions
Slide 17: Learning Review Activity Pyramid.
I would be really grateful if you could leave a positive review for the lesson if you feel the lesson is effective for you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
In this lesson, will learn about the harsh working conditions of the children who worked in the textile mills and factories of Industrial Britain. They will be able to describe a typical working day for the children and make comparisons with their own typical school day.
The lesson includes the following:
Slide 1: Title slide
Slide 2: Lesson learning aims and progress
Slide 3: Lesson Warm Up – Students will use the images to help them identify the various jobs that children did during the Industrial Revolution.
Slide 4: Lesson Warm Up - Answers
Slide 5: Starter Activity: Students will look at a map showing the location of various industries and features of the Industrial Revolution – prompt questions provided.
Slide 6: Starter Activity 2: Source analysis of a child worker in a textile factory – with prompt questions
Slide 7: Photograph of children working in a textile mill and prompt questions
Slide 8: Photograph of children working in a textile mill and prompt questions
Slide 9: Printable lesson fact sheet in the style of an illustrated storyboard.
Slide 10: Task 1: Instructions of how to complete a mind map
Slide 11: Printable mind map for students to write on
Slide 12: Activity 2 – Students to write their own interview with a child in a textile mill
Slide 13: Activity 3 – A 60 minute documentary with task – links to the documentary are hyperlinked and in the notes section
Slide 14: Activity 4 – Students create their own 24-hour timeline of their own typical day and compare this with a 24-hour timeline of a child in the textile mills.
Slide 15: Learning Review Quiz – Filling in the missing terms
Slide 16: Learning Review Quiz answers
I would be really grateful if you could leave a positive review for the lesson if you feel the lesson is effective for you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**In this lesson, students will have an opportunity to study several written and visual sources about children’s working conditions during Britain’s Industrial Revolution. **
They will use these sources to form their own opinion about the conditions and challenges that children faced in a variety of jobs such as in the factories, textile mills and mines. Students will then be guided to think about the usefulness and reliability of the sources they have studied.
**
The lesson includes the following:**
Slide 1: Title slide
Slide 2: Lesson learning aims
Slide 3: Lesson Warm Up – A quick quiz and discussion about the rules which impact young people working today
Slide 4: Background information and discussion – What jobs did children do during the Industrial Revolution?
Slide 5: Background information and discussion – Why did so many children work during the Industrial Revolution?
Slide 6: Starter Activity: Source Inference – a visual source about the conditions in mines
Slide 7: Background information – An overview of working conditions and the role of ‘pauper apprentices’.
Slide 8: Background information – An overview of working conditions
Slide 9: 9 sources covering the topic of children’s working conditions
Slide 10: Single source analysis activity and instructions
Slide 11: Printable table for students to complete their analysis
Slide 12: Source Analysis Task 2 Instructions and model examples
Slide 13: Usefulness and reliability help sheet
Slide 14: Follow Up Challenge Questions
Slide 15: Learning Review
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**This lesson allows students to identify and describe the many changes which happened in Britain during the period of the Industrial Revolution. The lesson allows students to contrast what Britain was like in c.1750 and by c.1900. **
The lesson includes the following:
Slide 1: Title slide
Slide 2: Lesson learning aims
Slide 3: A slide to help students discuss and learn the definition of the term ‘Industrial Revolution’
Slide 4: An introduction to the changes of the Industrial Revolution
Slide 5: Lesson Warm Up Activity: What changes have you experienced in your lifetime?
Slide 6: Starter Activity: Spot the difference between the two paintings of Britain (c.1750 and c.1900)
Slide 7: Historical Source/Interpretation Activity
Slide 8: Documentary Link and Activity about the changes of the Industrial Revolution
Slide 9: An outline of the main learning task
Slide 10: Printable lesson fact sheet
Slide 11/12: Printable worksheets based on the fact sheet
Slide 13: Challenge Activity 1 – What was the impact of the Industrial Revolution?
Slide 14: Follow Up Challenge Questions
Slide 15/16: Learning Review Quiz with answers revealed.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**This great lesson allows students to fully explain the various causes of Britain’s Industrial Revolution c.1750 to c.1900. **
Students are given a number of activities and tasks to help them define what the Industrial Revolution was. They will then use a clearly organised fact sheet to read about the main factors which led to the Industrial Revolution before thinking about how the factors linked to each other and argue which factor they believe to be the most important.
The 19 slide lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**In this lesson, students will examine the main events of the ‘Glorious Revolution’ in the years 1688-9. They will learn all about the background to the revolution and be able to fully explain why Parliament were concerned about the rule of King James II. Students will have an opportunity to create their own storyboard of the events as well as then explain the significance of the Glorious Revolution. **
Students will also be able to use this information to explain the significance of the Bill of Rights and the equal rule of William III and Mary II.
The lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**In this lesson, students will learn about the many discoveries of the Scientific Revolution. Students will be able to define what historians mean by the term Scientific Revolution as well as the descriptions of the ‘Age of Faith’, the ‘Age of Reason’ and the ‘Enlightenment’. **
They will then study the various discoveries of the time and think about which of these discoveries was the most significant. The lesson will help students think about the idea of significance and guide students through the process of completing their own living graph diagram about the discoveries.
It will also then guide students through completing an extended piece of writing about the discoveries of the Scientific Revolution.
The lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**This lesson contains a variety of resources and activities to help students learn about the causes, events and overall impact of the Great Plague in England, 1665. **
For example, students will study the famous nursery rhyme, ‘Ring o’ Roses’, examine extracts from the diary of Samuel Pepys, analyse the orders given by King Charles II to help prevent the spread of the plague, discuss the similarities between the plague and recent Covid outbreak, analyse various sources and statistics about the Great Plague and have an opportunity to create their own poster warning people about the plague.
The lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**In this lesson, students will be able to explain the causes of the Great Fire of London as well as the many reasons why the fire was able to spread so quickly over such a large distance. **
Students will be able to analyse extracts from the diary of Samuel Pepys as well as study illustrations and paintings of the fire to help them understand the impact the fire had on people’s lives.
Students will then read information about the fire to help them understand what type of methods were used to fight the fire and the role of individuals such as King Charles II in helping to stop the fire.
The lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.
**The main focus of this lesson is for students to decide if King Charles II of England deserved the nickname, the ‘Merry Monarch’. Students will be provided with background information about the transition of rule between Oliver Cromwell and Charles II and then be given a set of facts about Charles II’s reign to help them decide if Charles II was more focussed on ‘business’ or ‘pleasure’. **
Other tasks in this lesson include an activity about the ‘Great Frost Fair’ of 1683.
The lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students.
Please be kind enough to leave a review of this lesson if you have found it effective. Thank you.
All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.