I am a history teacher and subject lead in a specialist school for children with specific learning differences. I have been teaching since 2014 and have also taught citizenship, geography, life skills, PSHE, PE, RE and literacy.
My resources are free and always will be. If you use them and edit them, please upload your versions for others to use freely as well.
I am a history teacher and subject lead in a specialist school for children with specific learning differences. I have been teaching since 2014 and have also taught citizenship, geography, life skills, PSHE, PE, RE and literacy.
My resources are free and always will be. If you use them and edit them, please upload your versions for others to use freely as well.
Crime and Punishment Through Time unit, revision activity on Pentonville Prison.
Using pages 78-80 of the Hodder textbook, students read the pages of the book and complete the activities. Mixture of read/answer and read/draw. Suggested additional activities at the end.
Crime & Punishment Through Time unit, revision activity.
Print A3, back to back. On one side is an overview table where students fill out basic details for each time period and theme. On the other side are the case studies.
One-page overview of Crime & Punishment Through Time, with basic details bullet pointed.
I give this to students to keep as a reference sheet at the start of their folders, but could also be used for revision.
Crime & Punishment Through Time unit, L8: Early Modern case studies, the Gunpowder Plot and witchcraft.
Lesson designed as a booklet so it can be completed independently.
Revision for the Richard & John unit. Contains a simplified mark scheme for the 16 mark question plus 3 model answers of varying levels for the following question:
‘King John’s use of arbitrary power was the main reason for his worsening relationship with the barons in the years 1209–14.’
How far do you agree? Explain your answer. (16)
You may use the following in your answer:
• fines
• loss of Normandy
You must also use information of your own.
Students use the mark scheme to mark the model answers and gain a better understanding of how to answer the 16-marker.
This resource may be useful for: English teachers teaching Shakespeare, History teachers teaching Shakespeare/Henry V, History teachers seeking Medieval kings Top Trump resource
Lesson enquiry: How useful is Shakespeare for a historian studying Henry V?
Learning objectives:
To know what makes a good Medieval king.
To understand reasons why Henry V may be considered to be a good or a bad king.
To be able to assess the usefulness of Shakespeare’s play using historical evidence.
Context: This lesson was planned for a Year 7 class as a one-off history lesson to support a study in English of Shakespeare’s Henry V. The lesson intends to provide historical context to the play and encourage students to question Shakespeare’s portrayal of Henry. It was observed by an Ofsted inspector who commented that he “could not think of an improvement which wasn’t nitpicking”.
Lesson activities:
Watch the video (embedded) on Shakespeare’s interpretation of Henry V and make notes/discuss.
Use Medieval king Top Trump cards (provided) to assess which Medieval kings were good/bad and what makes a good king. I have found it useful to get students to think in terms of morality (being a good person or a good Christian) and effectiveness (getting the job done), as this helps them to articulate that a king may be very effective but very immoral.
Teacher talk introducing Henry V. Brief discussion about Henry’s most famous victory, Agincourt.
Was Henry a good/bad king? Card sort activity. Students to sort cards onto a continuum for good or bad king.
Analysis of Shakespeare’s interpretation, considering attribution. Students to tick the cards on their continumm which support Shakespeare’s interpretation.
Discussion around usefulness/validity of Shakespeare’s play.
Plenary - two things you learned, one thing you’d like to learn, your opinion of Shakespeare’s play.
Resources provided:
Full lesson powerpoint with activities clearly written.
Embedded video of Shakespeare’s interpretation of Henry V (let me know if this does not work).
Continuum sheet, to be printed 1 per pupil on A3.
14 cards with balanced information about Henry V, to be printed 1 A4 sheet per pupil, cut up and enveloped.
8 Medieval king Top Trump cards, to be printed 1 A4 sheet per pupil, cut up and enveloped. Kings featured: Henry V, William I, Edward III, John, Richard I, Stephen I, Richard III, Henry II.
This lesson was designed for Edexcel History GCSE, Paper 1: Crime & Punishment. This lesson was designed for the Whitechapel depth section of the paper.
Lesson enquiry: How did stereotyping of immigrant communities impact crime in Whitechapel?
Learning objectives:
To know the different immigrant groups in Whitechapel and why they came to London.
To understand where stereotypes about each group came from.
To be able to evaluate the impact of tensions against immigrant communities on crime & punishment in Whitechapel.
Download contains:
Full lesson with printable resources (slides 8, 10 and 13).
Five possible exam questions (for the Edexcel paper) on the topic. All were taken from the Pearson and Hodder exam-approved textbooks.
Some teacher knowledge on the roots of anti-Semitism and demands of the exam board are required.
Not a whiz-bang lesson but very straightforward and hopefully useful!
Edexcel History GCSE (from 2016) (9-1)
British America, Lesson 1: Introduction to British America
Lesson designed as a printable workbook. You will need to add a video on the British Empire for page 5.
This Y8 lesson introduces WW1 by looking at the context of Europe in 1914.
Students investigate what countries were worried about, what was important to them, what the friendships and rivalries were. By exploring this, students can start to come up with ideas about what might lead to a war.
I’ve taught this for a number of years now and found that from this lesson, students are able to fairly accurately predict the causes of WW1.
This Y8 lesson introduces the idea of the Catholic and Protestant Churches in the 1500s, and the origins of the Protestant Church.
Ideal as an introductory lesson for the Great Reformation or the Tudors.
Activity designed for Y7 pupils on the Norman Conquest. While a teacher reads the story, students find and chronologically organise the story cards.
Alternatively, you could cut up the picture cards and the word parts of the story and have students match them.
Essay planning sheet to support Y7 at the end of the Norman Conquest unit.
Essay title: “William only won the Battle of Hastings because he got lucky.” How far do you agree?
The sheet supports students in structuring their answer. They will need a lesson looking for evidence to fill in the sheet, and then they can write up their full/part answers after.
Resources for a lesson looking at how William’s preparations helped him win the Battle of Hastings, designed for Y7.
I pair this with the Norman Conquest story cards activity (also available in my TES store for free) so students can compare luck vs preparations as factors.
Full lesson from the KS3 Jack the Ripper unit. Lesson title: Why was East London an ideal place for a serial killer in 1888? This is part of an overarching enquiry on why the Ripper was never caught.
This lesson serves as an introduction to the Whitechapel area. Students use sources to investigate Whitechapel.
Lesson title: Why did it take 3 attempts for the Romans to conquer Britain?
Lesson designed for Y7 pupils. Download includes lesson PPT, text resource and teacher notes (including subject knowledge).
Crime & Punishment in Whitechapel
L18 in overall C&P unit
L1 for Whitechapel
Introduction to Whitechapel.
Lesson designed as a booklet so can be completed independently. PPT to go with booklet also included.
