This lesson is titled “What really happened to the Princes in the Tower?” This lesson begins with a Starter Activity in which the class are invited to discuss four methods of execution which have become part of the mystery surrounding the Princes and are asked to explain which they feel is the grisliest. Most will choose the hot poker (!) and this leads to a discussion about why, if that was how the Princes died, anyone would want to kill them so brutally. There are then slides of background information to allow teacher exposition and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). The first main activity is a 20 piece card sort whereby students divide information into that which suggests the Princes’ uncle, Richard III, killed them, and evidence which suggests they may have escaped. From this they then complete the second main activity which is to create a 3-5 minute TV news report explaining what they feel happened using the evidence they have handled. The class then present these before the lesson plenary in which they are asked to stand up and walk to the side of the room they agree with in a class vote. I hope your students get as much from this History Mystery as mine do. This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

This lesson is titled “Why were the Tolpuddle Martyrs treated so badly?” This lesson begins with a Starter Activity in which students are invited to discuss what punishments they feel are appropriate for six given crimes. This then leads into the Key Question and the lesson aims are introduced along with graduated criteria (all will/most will/some will). There is then background information slides to allow for teacher exposition. After this, students are paired up and given a character card (Judge Williams/George Loveless). They then complete a Diamond 16 activity before creating a blog in the guise of their character. The lesson concludes with a Have I Got News Style fill in the gaps Plenary to check for understanding. Wishing you a terrific day.

This lesson is titled “Was Oliver Cromwell a hero or a villain?” The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Cromwell). They work together to sift through 12 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “What was life like for soldiers in the English Civil War?” The lesson begins with an Odd One Out Starter Activity which introduces the class to some fun facts about the English Civil War. The Key Question is then introduced along with aims and graduated lesson objectives (all will/most will/some will). Students will have been asked to bring in a toy bear or similar the previous lesson (it can work with printable cutouts too). There are slides of background information to allow for teacher exposition about three different groups in both the Cavalier and Roundhead forces, from Sergeants to Infantry to Drummer Boys etc. There are then two heads and tails card sort activities in which students tell the story of a day in the life of a member of both sides of the war. Students then begin their main model making activity using the bears. Aluminum foil is highly recommended, but they can use anything they want (toys, props, drawings) as they attempt to dress up their bears as one of the ranks. Slides are given explaining items they can use (lollipop stick for pikes, water pistols for artillery, half tennis balls for roundhead helmets etc) and printables of these are provided also (these might need to be adapted depending on the size of the bear!). After this the lesson objectives are revisited. There is then further information on battle tactics (sieges, skirmishing, flanking etc) and the students pair up with friends to add some of these to create group dioramas (it’s a lot of fun getting them to get bears to skirmish!). The lesson objectives are again revisited, and the class concludes with a plenary in which they are invited to come to the board and add knowledge they have learned on a group bear. This is a lesson students love and one that makes for a wonderful corridor display afterwards. I hope your class enjoy it as much as mine do. Wishing you a terrific day.

This lesson is titled “Why was Gallipoli such a disaster?” The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in five groups and given a one slide fact file on either planning and intelligence, bad leadership, logistical issues, challenging terrain, and stalemate and the nature of fighting. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills. Wishing you a terrific day.

This lesson is titled “Who was the Man in the Iron Mask?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the Man in the Iron Mask. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories (that he was of Royal blood, that he was spy, that he had witnessed a Royal scandal, and that he was a political prisoner). The class are then given a 21 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.

This lesson is titled “What really happened to Marilyn Monroe?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about Marilyn Monroe. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories behind her death (accidental death, murder, cover up, and medical negligence). Please be aware this is obviously a lesson which needs to be taught sensitively and not to younger children or those with mental health issues. The class are then given a 21 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case anyone needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act this TV debate out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. Wishing you a terrific day.

This lesson is titled “What can we learn about Mughal India from its architecture? A journey to the Taj Mahal.” The lesson begins with a Starter Activity in which students close their eyes whilst the teacher reads a short story, after which students are asked to sketch what they have heard. The Key Question is then introduced along with lesson aims and graduated lesson objectives (all will/most will/some will). There is then a series of slides of background information to allow for teacher exposition before the main task is introduced. Students create a visual, written or other model and explain these to the group. The lesson concludes with a plenary activity in which they are invited to come to the board and add a post-it note to explain what can be learned from the Taj Mahal in terms of three factors. I hope your students get as much from this lesson as mine always do. It has been written for independent-minded high school students. Wishing you a terrific day.

This lesson is titled “Why did Babur win the Battle of Panipat?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the battle which gave rise to the Mughal Empire. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories (leadership, technology, strategy, and alliances). The class are then given a 15 piece card sort and divide the information into these categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this lesson as mine always do. Wishing you a terrific day.

This product is titled “Transition Day – Editable PowerPoint.” I created this resource when asked to lead our school’s transition for Grade 6 students moving to Year 7. It is a PowerPoint which can be edited to suit your own school and includes advice based on common student questions (uniform, transport, lessons, friendships etc). It also includes ideas such as the layout of the day and a Treasure Hunt quiz (both need to be adapted to suit your own school). I hope you find this resource as much use as our Year 6 parents and students did. It does need to be personalised but provides a good route through planning the day and ideas of what to discuss with parents and students. Wishing you a terrific day.

This product is titled “The Outsiders by S. E. Hinton – 23 lessons covering the whole book.” This is an 139-page PowerPoint which includes 23 lessons on the excellent novel The Outsiders, by S. E. Hinton. Each lesson I have put together includes a starter activity, a fill in the gaps quote, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. The novel is a major motion picture also. Wishing you a terrific day.

This product is titled “The Curious Incident of the Dog in the Night-Time by Mark Haddon – 23 lessons covering the whole book.” This is a 111-page PowerPoint which includes 23 lessons on the excellent novel The Curious Incident of the Dog in the Night-Time, by Mark Haddon. Based in Swindon, UK, Christopher is an autistic boy who seeks to discover who murdered Wellington, a neighbour’s dog. He embarks on a journey of discovery which teaches students about learning difficulties and social justice. It is beautifully written and perfect reading material for high school English students. Each lesson I have put together includes a starter activity, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so its easy for you to follow and reading homework is set at the end of each lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. Wishing you a terrific day.

This lesson is titled “What really happened to the Mary Celeste?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the fateful ship. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a starfish (because it has five points) which has five points labelled with the key theories (that it was abandoned due to rough weather, that it was a victim of piracy, that it was an insurance scam, that there was a mutiny, and that there was an explosion from the cargo.) The class are then given a 21 piece card sort and divide the information into these five categories. A colour-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the five pointed object they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.

This lesson is titled “Did Akbar the Great deserve his nickname?” The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Akbar). They work together to sift through 12 evidence cards to decide if the evidence suggests he was or was not deserving of the epithet ‘the Great’. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to work together to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was or was not deserving of his nickname Akbar the Great). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

The title of this lesson is “What can we learn about Native America from the 1995 Disney movie Pocahontas?” NB: To use this lesson you need to have a copy of the 1995 Disney movie Pocahontas. Students are given graduated learning objectives (some will/most will/all will). The lesson begins with a starter activity to engage your students in which they are invited to guess which of four facts is incorrect. There is then some background information about the story of Pocahontas. The class then work through 30 different bingo cards as they watch the movie and are invited to tick those which they see (some they do not, as the movie is not completely accurate). There are two versions of this card sort, one for students who like a challenge and a differentiated version for students who need a little help. It is a nice end of term type activity - but not simply watching a movie for the sake of it. From this the class then complete a movie review exercise using the template given and vote with their feet to establish how many stars (1-5) they would rate the movie for historical authenticity (i.e. they now answer the essential question). This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

This lesson is titled “Why did Wellington defeat Napoleon at the Battle of Waterloo?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the battle which ended the Napoleonic Wars. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features the key theories (weather, Napoleon’s errors, Wellington and his allies’ strengths, and health issues). The class are then take part in a 24 piece gallery walk and divide the information into these categories on a mind map. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to a ladder of importance. They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this lesson as mine always do. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This product is titled “Animal Farm by George Orwell – 20 lessons covering the whole book.” This is a 108-page PowerPoint which includes 20 lessons on the excellent allegorical novel Each lesson I have put together includes a starter activity, comprehension questions, extension thinking activities, a main activity, and a lesson plenary. Everything is in one PowerPoint so it’s easy for you to follow and reading homework is set at the end of every lesson. Every lesson comes with clear aims and objectives too. Please note you do need to purchase a class set of the books (or a digital copy of the book) to accompany this set of English lessons. Wishing you a terrific day.

This lesson is titled “What happened to the defeated powers in the other post-WWI Peace Treaties?” The lesson begins with a Starter Activity which is a series of anagrams to introduce the students to the four defeated nations which will be studied. The Key Question is then made clear along with aims, and lesson objectives are graduated (all will/most will/some will). There are then slides of background information to allow for teacher exposition. The main activity takes the form of a jigsaw classroom approach. Students are given one of four fact files on the Treaties of St. Germain, Trianon, Sevres, and Lausanne (each of which includes information about military, territory, economy, and social impacts). The students then break away and research their respective area of expertise using the fact file given (as well as a library book box/internet) before rejoining the group. The challenge is for them to then inform the others in their ‘jigsaw’ in the form of a speech, PPT, model, or any other way they feel is appropriate. They are also asked to produce a handout. Versailles is always taught very well but these other treaties less so, and so this is a great addition to any History teacher’s toolbox. The lesson objectives are revisited, and a piece of written work is set in which they collaborate their research to arrive at a fuller answer to the Key Question. The lesson concludes with a trash bin plenary in which students are asked to add post it notes to the correct bin. I hope your students enjoy it as much as mine always do. It is pitched toward high achieving post-16 high school students and the lesson requires them to have some research skills. Please note this lesson does not cover the Treaty of Versailles. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “How justified was Nat Turner’s Revolt?” The lesson begins with a Starter Activity in which students are invited to spot which of four statements about Turner’s Revolt is untrue. This then leads into the lesson title which is introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. Following this, students are placed in a group of three and given character cards about (one who sees it as justified and one who sees it as unjustified. One is the host). They then need to create a TV chat show segment arguing the Key Question (an example is given for them to act out for inspiration.) The lesson then concludes with a plenary activity in which the students stand up and vote with their feet to explain how justified they feel Turner’s Revolt was. This lesson was written for high achieving high school students and is written in UK English. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan The title of this lesson is “What was the most significant weapon of the First World War? Dragon’s Den Project.” This is a great project-based lesson designed to promote the second-order concept of significance and includes graduated learning outcomes (all of you will/most of you will/some of you will). The lesson begins with a starter activity where students are asked to identify which of the given weapons was invented during the First World War (the other three were very important, but invented previously). This leads on to a second activity in which they see how many inventions which were widely used in the First World War they can identify. From this the class are then introduced to the idea of how historians decide what makes an event or discovery significant and they explore the acronym GREAT: G = ground-breaking, R = remembered, E = extent of importance to people at the time, A = affected the fighting, and T = turning point. For the main task students are placed in groups and given a card with three different weapons on with some background information. They need to choose one of their inventions and explain in presentation form why they feel it is so significant. They can make models and sales pitches to accompany their explanations to the ‘dragons’ (get senior teachers to come in to act as these if they’re good sports). Students can use the internet, class texts, or library to help them research. The lesson concludes with a peer assessment class voting plenary on which they felt was the most important weapon and why. This lesson has been designed for high school students. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.